Parental Collaboration in Relation to Children's School Lives -- Advanced Regulation or an Opportunity for Solidarity?

Autor/inn/en	Højholt, Charlotte; Kousholt, Dorte
Titel	Parental Collaboration in Relation to Children's School Lives -- Advanced Regulation or an Opportunity for Solidarity?
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 32 (2019) 8, S.1048-1063 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Højholt, Charlotte) ORCID (Kousholt, Dorte)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2019.1635284
Schlagwörter	Parent School Relationship; Equal Education; Socioeconomic Background; Children; Elementary School Students; Urban Schools; Grade 1; Grade 2; Grade 3; Parent Teacher Cooperation; Conflict; Public Schools; Foreign Countries; Parent Participation; Philosophy; Denmark + Suchen Sie Ihr Suchwort? Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Sozioökonomische Lage; Child; Kind; Kinder; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Konflikt; Public school; Öffentliche Schule; Ausland; Elternmitwirkung; Philosophie; Dänemark
Abstract	Parental collaboration is both promoted for enhancing children's performance and criticized for reproducing educational inequality. The issue of parental collaboration, thus, presents an opportunity to discuss theoretical differences in current debates about education, notably the educational consequences of social background and governmentality. The article emphasizes the conflictual nature of children's school lives and analyzes the social interplay between the involved subjects, who are connected through their engagement in common matters and concerns. Our analysis challenges approaches inspired by Bourdieu that analyze the social reproduction of inequality in terms of discrepancies between parental style and the culture of the school. It also raises questions about the Foucauldian perspective which regards policies and practices of parental collaboration as means to govern parents. Through a discussion of these analyses, the article shows how different ways of conceptualizing parental collaboration offer different opportunities for organizing collaboration and dealing with the historical problems of the school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01