Disrupting Conventional Conceptions of Parental Engagement: Insights from International Schools

Autor/inn/en	McIntosh, Shona; Hayden, Mary
Titel	Disrupting Conventional Conceptions of Parental Engagement: Insights from International Schools
Quelle	In: Research in Comparative and International Education, 17 (2022) 1, S.51-70 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McIntosh, Shona)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/17454999211038423
Schlagwörter	International Schools; Parent Participation; Parent School Relationship; Advantaged; Parent Aspiration; Social Status; Social Capital; School Choice; Trend Analysis; Parent Attitudes; Teacher Attitudes; Advanced Placement; Communities of Practice; Power Structure; Social Differences; Elementary Secondary Education + Suchen Sie Ihr Suchwort? International school; Internationale Schule; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Elternwille; Sozialer Status; Sozialkapital; Choice of school; Schulwahl; Trendanalyse; Elternverhalten; Lehrerverhalten; Community; Sozialer Unterschied
Abstract	Recently, increases in numbers of international schools have been fuelled by a growth in numbers of aspirational families selecting them. The perception that international education affords children access to social advantages has been established in the school choice literature, but there has yet to be an examination of this trend in relation to parental engagement in international schools. Views of parents on this growing trend will be sought in a separate study, but in this paper we approach the problem through international school staff perceptions of issues relating to parents. These emerged during interviews with those responsible for implementing one part of the International Baccalaureate Diploma Programme: Creativity, Activity, Service. A communities of educational practice framework, adapted for parental engagement, indicated previously unidentified tensions in the international school/parent relationship. Conditions in international education markets create conditions that tip the balance of power, conventionally with the school, towards already-privileged international school parents, raising important questions about the relationship between international schools and social inequalities perpetuated by education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01