Ambivalent relations : the 'tricky footwork' of parental involvement in school communities
Blackmore, Jill and Hutchison, Kirsten 2010, Ambivalent relations : the 'tricky footwork' of parental involvement in school communities, International journal of inclusive education, vol. 14, no. 5, pp. 499-515, doi: 10.1080/13603110802657685.
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.
This article was also published in Professional Voice, Volume 8 Issue 2, Summer 2010. Pages 19 – 25 http://www.aeuvic.asn.au/pv_8_2_complete.pdf
Field of Research
130304 Educational Administration, Management and Leadership
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