Ambivalent relations: the 'tricky footwork' of parental involvement in school communities

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 intersection...

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Bibliographic Details
Published in:	International journal of inclusive education 2010-08, Vol.14 (5), p.499-515
Main Authors:	Blackmore, Jill, Hutchison, Kirsten
Format:	Article
Language:	eng
Subjects:	Australia Case Studies Educational Policy Educational sociology Feminism Foreign Countries Gender Issues home-school relations Parent attitudes Parent Participation Parent School Relationship Parent Teacher Cooperation Partnerships in Education Primary education Primary secondary schools Principals Secondary education Social Class Social Influences social justice Teacher response
Online Access:	Get full text
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Summary:	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.
ISSN:	1360-3116 1464-5173