Performing the norm in the Global North: migrant parents’ positions and participation within Icelandic schools

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Sociology of Education Pub Date : 2023-07-19 DOI:10.1080/01425692.2023.2237198

Eva Harðardóttir, Elizabeth Lay, B. Magnúsdóttir

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引用次数: 1

Abstract

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.

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在全球北方执行规范:移民父母在冰岛学校中的立场和参与

家长参与作为一种规范的概念，被广泛认为是教育包容和民主公民的重要策略。然而，移民父母在国家教育环境中继续受到排斥。这项研究的重点是14名移民和难民父母在冰岛学校中的地位和参与情况。研究结果表明，无论参与的类型或程度如何，所有的父母都受到与他们的育儿实践有关的位置界限的影响，许多人努力参与，结果却发现他们的知识和经验无效。这种内部排斥与冰岛教育政策中提出的包容和民主的公民理想形成鲜明对比，也违背了家长对包容未来的希望。我们建议将阿伦特的访问比喻作为一种方式来打破二元权力动力学和对父母实践的规范理解，并重新思考父母参与和教育包容的过程。

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来源期刊

British Journal of Sociology of Education Multiple-

CiteScore

3.70

自引率

9.50%

发文量

期刊介绍： British Journal of Sociology of Education is one of the most renowned international scholarly journals in the field. The journal publishes high quality original, theoretically informed analyses of the relationship between education and society, and has an outstanding record of addressing major global debates about the social significance and impact of educational policy, provision, processes and practice in many countries around the world. The journal engages with a diverse range of contemporary and emergent social theories along with a wide range of methodological approaches. Articles investigate the discursive politics of education, social stratification and mobility, the social dimensions of all aspects of pedagogy and the curriculum, and the experiences of all those involved, from the most privileged to the most disadvantaged. The vitality of the journal is sustained by its commitment to offer independent, critical evaluations of the ways in which education interfaces with local, national, regional and global developments, contexts and agendas in all phases of formal and informal education. Contributions are expected to take into account the wide international readership of British Journal of Sociology of Education, and exhibit knowledge of previously published articles in the field. Submissions should be well located within sociological theory, and should not only be rigorous and reflexive methodologically, but also offer original insights to educational problems and or perspectives.