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.

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Title Ambivalent relations : the 'tricky footwork' of parental involvement in school communities
Author(s) Blackmore, Jill
Hutchison, Kirsten
Journal name International journal of inclusive education
Volume number 14
Issue number 5
Start page 499
End page 515
Publisher Routledge
Place of publication Abingdon, England
Publication date 2010-08
ISSN 1360-3116
1464-5173
Keyword(s) social justice
home-school relations
educational policy
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.
Notes 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
Language eng
Field of Research 130304 Educational Administration, Management and Leadership
Socio Economic Objective 939903 Equity and Access to Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2010, Routledge
Persistent URL http://hdl.handle.net/10536/DRO/DU:30019574

Document type: Journal Article
Collection: School of Education
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