Reframing Parental Involvement as Social Engagement: A Study of Recently Arrived Arabic-Speaking Refugee Parents' Understandings of Involvement in Their Children's Education

Autor/inn/en	Cranston, Jerome; Labman, Shauna; Crook, Stephanie
Titel	Reframing Parental Involvement as Social Engagement: A Study of Recently Arrived Arabic-Speaking Refugee Parents' Understandings of Involvement in Their Children's Education
Quelle	In: Canadian Journal of Education, 44 (2021) 2, S.371-404 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0380-2361
Schlagwörter	Refugees; Semitic Languages; Parent Participation; Foreign Countries; Barriers; Language Proficiency; Family Needs; Homework; Cultural Awareness; Teacher Competencies; Religious Factors; Sex Education; Parent School Relationship; Individual Characteristics; Educational Attainment; Occupations; English Language Learners; Religious Cultural Groups; Islam; Canada (Winnipeg) + Suchen Sie Ihr Suchwort? Flüchtling; Arabisch; Hebräisch; Elternmitwirkung; Ausland; Language skill; Language skills; Sprachkompetenz; Hausaufgabe; Cultural identity; Kulturelle Identität; Lehrkunst; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Bildungsabschluss; Bildungsgut; Beruf; Berufsumfeld; Kirchliche Gruppe; Religionszugehörigkeit
Abstract	The involvement of refugee parents in their children's education is crucial for academic success and social integration. However, school personnel often seem to struggle to find approaches that will increase recently arrived refugee parents' involvement with the school. While refugee parents are not a homogenous group, many face uniquely similar and intersecting challenges. Using a qualitative research approach, specifically semi-structured interviews, this study examines the perceptions of one group of Arabic-speaking, recently arrived refugee parents' perceptions of being and becoming involved in their children's education after their arrival in Canada. The findings suggest the following factors act as barriers to their involvement: (1) limited language proficiency, (2) competing basic needs, (3) lack of homework, (4) teachers' limited cross-cultural and interreligious understanding, and (5) sexual health education being a contested shared space. While the findings illuminate what some recently arrived refugee parents regard as barriers, the discussion challenges educational leaders and policy makers to critically question the dominant, normative model of parental involvement that is employed and recommends they reframe their conceptions of parental involvement as social engagement with a school community. Such a reframing may better support recently arrived refugee parents' integration into their new home country. (As Provided).
Anmerkungen	Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: https://cje-rce.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01