Performing the Norm in the Global North: Migrant Parents' Positions and Participation within Icelandic Schools

Autor/inn/en	Harðardóttir, Eva; Lay, Elizabeth; Magnúsdóttir, Berglind Rós
Titel	Performing the Norm in the Global North: Migrant Parents' Positions and Participation within Icelandic Schools
Quelle	In: British Journal of Sociology of Education, 44 (2023) 6, S.1051-1066 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harðardóttir, Eva) ORCID (Lay, Elizabeth) ORCID (Magnúsdóttir, Berglind Rós)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2023.2237198
Schlagwörter	Foreign Countries; Parent School Relationship; Parent Participation; Refugees; Immigrants; Power Structure; Inclusion; Parent Attitudes; Parenting Styles; Social Isolation; Educational Policy; Educational Legislation; Elementary Secondary Education; Iceland + Suchen Sie Ihr Suchwort? Ausland; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Elternmitwirkung; Flüchtling; Immigrant; Immigrantin; Immigranten; Inklusion; Elternverhalten; Soziale Isolation; Politics of education; Bildungspolitik; Bildungsrecht; Schulgesetz; Island
Abstract	Parental involvement, presented as a normative construct, is widely considered a key strategy important to educational inclusion and democratic citizenship. Yet, migrant parents continue to experience exclusion within national educational settings. This study focused on the positions and participation of fourteen immigrant and refugee parents within Icelandic schools. Findings suggest that, regardless of the kind or level of involvement practised, all the parents were affected by positional boundaries in relation to their parenting practices, whereby many struggled to become involved only to find their knowledge and experiences invalidated. Such internal exclusion occurs in sharp contrast to the inclusive and democratic citizenship ideals presented as part of Icelandic educational policy and works against parents' hopes for inclusive futures. We suggest applying Arendt's metaphor of visiting as a way to disrupt binary power dynamics and normative understandings of parent practices and to rethink the process of parental involvement and inclusion within education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01