Partnership and Conflict between Parents and Schools: How Are Schools Reacting to the New Participation Law in Flanders (Belgium)?

Autor/inn/en	Dom, Leen; Verhoeven, Jef C.
Titel	Partnership and Conflict between Parents and Schools: How Are Schools Reacting to the New Participation Law in Flanders (Belgium)?
Quelle	In: Journal of Education Policy, 21 (2006) 5, S.567-597 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
Schlagwörter	Foreign Countries; Parent School Relationship; School Law; Politics of Education; Parent Associations; Middle Class; Socioeconomic Status; Power Structure; Interviews; School Personnel; Conflict; Working Class; Elementary Schools; Case Studies; Belgium + Suchen Sie Ihr Suchwort? Ausland; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Law concerning schools; Schulrecht; Educational policy; Bildungspolitik; Elternvertretung; Mittelschicht; Socio-economic status; Sozioökonomischer Status; Interviewing; Interviewtechnik; Schulpersonal; Konflikt; Arbeiterklasse; Elementary school; Grundschule; Volksschule; Case study; Fallstudie; Case Study; Belgien
Abstract	This paper explores the relationship between parents and schools. Over the last 30 years the importance attached to parents' views on education has increased significantly throughout the Western world. Policy-makers encourage parental participation and involvement through the creation of councils in which parents have a say. In Flanders in Belgium in 2004 a new participation law was passed. We study the impact of this law on the micropolitical relations between parents, school heads and teachers. We conducted in-depth interviews with teachers, parents, school heads and members of the organizing body in four primary schools and observed parents' gatherings. Starting from the partnership-conflict opposition, we focus on the functioning of the parents' associations and the way parents' associations, school heads and teachers are dealing with this new law. We found that the parent-school relationship differs greatly from school to school. While the socioeconomic middle class predominates in the four parents' associations, the results show that parental empowerment is enhanced only in those schools with mainly socio-economically weak families. (Contains 2 tables and 8 notes.) (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10