Ambivalent Relations: The "Tricky Footwork" of Parental Involvement in School Communities

Autor/inn/en	Blackmore, Jill; Hutchison, Kirsten
Titel	Ambivalent Relations: The "Tricky Footwork" of Parental Involvement in School Communities
Quelle	In: International Journal of Inclusive Education, 14 (2010) 5, S.499-515 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
Schlagwörter	Parent Participation; Parent School Relationship; Case Studies; Foreign Countries; Gender Issues; Social Class; Educational Policy; Partnerships in Education; Parent Teacher Cooperation; Feminism; Social Influences; Australia + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Case study; Fallstudie; Case Study; Ausland; Geschlechterfrage; Social classes; Soziale Klasse; Politics of education; Bildungspolitik; Hochschulpartnerschaft; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Feminismus; Sozialer Einfluss; Australien
Abstract	Parental involvement in schools, generally seen to be a good thing, is now closely linked through policy to the educational achievement of their children. In this Victorian case study, teacher and parent responses to policies advocating parental involvement are examined. It explores the intersections of gender and class in the context of changing home/school relationships characterised by policies and processes of institutionalisation, familialisation and individualisation that are shaping parental involvement. It suggests that the current discursive construction of parent/school relationships around partnerships for student learning fail to recognise the complexity of parent/teacher relations and its gendered nature. Feminist critical policy analysis framed by the sociology of the family inform our understandings of the ways changing discourses and practices currently are informing parental involvement in a culturally and socio-economically diverse school. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10