Deakin University
Browse

File(s) under permanent embargo

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

Version 2 2024-06-03, 07:47
Version 1 2014-10-28, 08:43
journal contribution
posted on 2024-06-03, 07:47 authored by Jillian BlackmoreJillian Blackmore, K Hutchison
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.

History

Journal

International journal of inclusive education

Volume

14

Pagination

499-515

Location

Abingdon, England

ISSN

1360-3116

eISSN

1464-5173

Language

eng

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

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2010, Taylor & Francis

Issue

5

Publisher

Routledge