Not your cup of coffee? An ethnographic study on interparental dynamics during parental involvement activities in Dutch primary schools

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Ethnography and Education Pub Date : 2022-12-20 DOI:10.1080/17457823.2022.2158748

Talitha Stam, Bonnie E. French, N. Lucassen, R. van Steensel, Brian P. Godor, R. Keizer

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引用次数: 0

Abstract

ABSTRACT Parental involvement in children’s education contributes to children’s educational success. Most schools, therefore, aim to increase parental involvement and organise school-based activities that provide parents with interaction opportunities with teachers, school administrators, and other parents. Although the impact of parental involvement is studied frequently, little attention has gone into examining the interparental dynamics during school-based parental involvement activities. An ethnographic study conducted in five primary schools in The Netherlands shows how interactions among parents shape school-based parental involvement activities (in specific Parent Coffee Mornings). On the one hand, the interactions during Parent Coffee Mornings contributed to increased parental involvement, parents’ network, and social capital of parents. On the other hand, these interactions created patterns of exclusion among parents in what were intended to be inclusionary activities. Knowledge about the dual nature of these activities is likely vital for researchers and school administrations alike.

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不是你喜欢的咖啡?荷兰小学家长参与活动中父母间动态的民族志研究

父母参与孩子的教育有助于孩子的教育成功。因此，大多数学校的目标是增加家长的参与，并组织以学校为基础的活动，为家长提供与教师、学校行政人员和其他家长互动的机会。虽然父母参与的影响经常被研究，但很少有人注意到在以学校为基础的父母参与活动中，父母间的动态。在荷兰的五所小学进行的一项民族志研究表明，父母之间的互动如何影响以学校为基础的家长参与活动(在特定的家长咖啡早晨)。一方面，父母咖啡早晨的互动有助于增加父母的参与，父母的网络和父母的社会资本。另一方面，这些互动在本应是包容性活动的父母之间造成了排斥模式。了解这些活动的双重性质可能对研究人员和学校管理人员都至关重要。

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来源期刊

Ethnography and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： Ethnography and Education is an international, peer-reviewed journal publishing articles that illuminate educational practices through empirical methodologies, which prioritise the experiences and perspectives of those involved. The journal is open to a wide range of ethnographic research that emanates from the perspectives of sociology, linguistics, history, psychology and general educational studies as well as anthropology. The journal’s priority is to support ethnographic research that involves long-term engagement with those studied in order to understand their cultures, uses multiple methods of generating data, and recognises the centrality of the researcher in the research process. The journal welcomes substantive and methodological articles that seek to explicate and challenge the effects of educational policies and practices; interrogate and develop theories about educational structures, policies and experiences; highlight the agency of educational actors; and provide accounts of how the everyday practices of those engaged in education are instrumental in social reproduction.