Advocacy and Surveillance: Primary Schools Teachers' Relationships with Asylum-Seeking Mothers in Ireland

Autor/inn/en	Martin, Shirley; Horgan, Deirdre; O'Riordan, Jacqui; Christie, Alastair
Titel	Advocacy and Surveillance: Primary Schools Teachers' Relationships with Asylum-Seeking Mothers in Ireland
Quelle	In: Race, Ethnicity and Education, 21 (2018) 4, S.458-470 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martin, Shirley) ORCID (Horgan, Deirdre) ORCID (Christie, Alastair)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2016.1248827
Schlagwörter	Advocacy; Elementary School Teachers; Refugees; Mothers; Foreign Countries; Qualitative Research; Parent Teacher Cooperation; Partnerships in Education; Semi Structured Interviews; Family School Relationship; Parent Associations; Relocation; Migration; Ireland + Suchen Sie Ihr Suchwort? Sozialanwaltschaft; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Flüchtling; Mother; Mutter; Ausland; Qualitative Forschung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Hochschulpartnerschaft; Elternvertretung; Umsetzung; Irland
Abstract	The article analyses the findings of a small-scale qualitative study in Ireland that examines interactions between asylum-seeking mothers and primary school teachers, and highlights the significance of teachers' understandings of asylum in shaping home-school communications. Mothers and children in this study were living in Direct Provision, collective accommodation for asylum seekers in Ireland. The research identifies a number of concerns including: poor communication between the school and mothers, only English being used as a medium of communication with the mothers, and mothers being directly and indirectly excluded from Parent Associations. Interactions of teachers with asylum-seeker mothers demonstrated a lack of recognition that their situation is different from other migrants/newcomers and is particularly challenging because of the because of living in Direct Provision and under the threat of deportation. The research shows that primary schools are drawn into ambiguous relationships with asylum-seeking mothers in their attempts at advocacy and surveillance, as they are expected to facilitate integration, while at the same time dealing with the uncertainty facing asylum-seeking parents and children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01