Practising School-Home Collaboration in Upper Secondary Schools: To Solve Problems or to Promote Adolescents' Autonomy?

Autor/in	Vedeler, Gørill Warvik
Titel	Practising School-Home Collaboration in Upper Secondary Schools: To Solve Problems or to Promote Adolescents' Autonomy?
Quelle	In: Pedagogy, Culture and Society, 31 (2023) 3, S.439-457 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2021.1923057
Schlagwörter	Secondary Education; Secondary School Students; Parent School Relationship; Cooperation; Personal Autonomy; Problem Solving; Student Empowerment; Teacher Role; Educational Strategies; Student Rights; Civil Rights; Foreign Countries; Parent Responsibility; Social Influences; Politics of Education; Norway + Suchen Sie Ihr Suchwort? Sekundarbereich; Sekundarschüler; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Co-operation; Kooperation; Individuelle Autonomie; Problemlösen; Studienberechtigung; Lehrerrolle; Lehrstrategie; Bürgerrechte; Grundrechte; Zivilrecht; Ausland; Sozialer Einfluss; Educational policy; Bildungspolitik; Norwegen
Abstract	This article explores school-home collaboration as a pedagogical phenomenon and contributes to a rationale for collaboration between school and parents in upper secondary education. The theory of practice architectures is used as an analytical lens. It sheds light on arrangements that enable or constrain the semantic, social, and physical spaces where students, parents, and teachers encounter each other as collaborative partners. Six upper secondary schools participated in the study; the dialogue café method was used to facilitate conversations between stakeholders to explore and verify this phenomenon. The study revealed three key aspects that require attention when developing collaborative practices: (1) clarification of the teaching profession's obligations; (2) engaging and empowering students' agency; and (3) moving beyond a fire-fighting approach. In addition, the need for further research to operationalise the safeguarding of students' and parents' rights, and support for students' agency, in the context of school-home collaboration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01