Parent Participation Practices and Subjectivities: New Zealand Primary Education 1988-2017

Autor/in	Smith, Megan
Titel	Parent Participation Practices and Subjectivities: New Zealand Primary Education 1988-2017
Quelle	In: Journal of Educational Administration and History, 53 (2021) 3-4, S.175-197 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Megan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2020.1825353
Schlagwörter	Foreign Countries; Parent Participation; Parent Role; Elementary Education; Educational History; Neoliberalism; Parent School Relationship; Political Influences; Educational Change; Parent Associations; Teacher Associations; Curriculum Development; National Standards; Educational Policy; Ethnic Groups; Pacific Islanders; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Elternmitwirkung; Parental role; Elternrolle; Elementarunterricht; History of education; Bildungsgeschichte; Neo-liberalism; Neoliberalismus; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Political influence; Politischer Einfluss; Bildungsreform; Elternvertretung; Lehrerorganisation; Lehrerverband; Lehrervereinigung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politics of education; Bildungspolitik; Ethnie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Neuseeland
Abstract	Parent participation with learning, defined here as parental engagement, has been a particular educational policy focus in many countries in recent decades. Grounded in neoliberal education sector reforms, the relationship between parents, learning, and schools has been reframed over this period. Using a genealogical approach, this article analyses parental engagement policies and practices, and the subjectivities these have engendered, in relation to New Zealand primary education 1988-2017. An overview of contemporary policies and practices, is followed by a commentary on what is found to be the two emergent, and dominant, parent subjectivities: parents as consumers, and as governors. These are considered alongside other longer-standing parent participation subjectivities. The article concludes by arguing that parental engagement is dominated by emergent subjectivities, and that these are contributing to inequalities and constraining engagement. The findings call for greater consideration of the diverse set of potential subject positions in both policy and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01