Parental collaboration in relation to children’s school life - advanced self-regulation or possibilities for solidarity?

Charlotte Højholt, Dorte Kousholt

Research output: Contribution to journalJournal articleResearchpeer-review

Abstract

Parental collaboration is both promoted for enhancing children’s performance and criticized for reproducing educational inequality. The issue of parental collaboration, thus, presents an opportunity to discuss theoretical differences in current debates about education, notably the educational consequences of social background and governmentality. The article emphasizes the conflictual nature of children’s school lives and analyzes the social interplay between the involved subjects, who are connected through their engagement in common matters and concerns. Our analysis challenges approaches inspired by Bourdieu that analyze the social reproduction of inequality in terms of discrepancies between parental style and the culture of the school. It also raises questions about the Foucauldian perspective which regards policies and practices of parental collaboration as means to govern parents. Through a discussion of these analyses, the article shows how different ways of conceptualizing parental collaboration offer different opportunities for organizing collaboration and dealing with the historical problems of the school.
Original languageEnglish
JournalInternational Journal of Qualitative Studies in Education
Volume32
Issue number8
Pages (from-to)1048-1063
ISSN0951-8398
DOIs
Publication statusPublished - 2019

Bibliographical note

Important note from the Publisher regarding the attached version of the article: “This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Qualitative Studies in Education on 03 Jul 2019, available online: http://www.tandfonline.com/10.1080/09518398.2019.1635284.”

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