Understanding Barriers to Parent Involvement Through a Postcolonial lens: A Case Study of Bahamian Schools

IF 1.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Urban Education Pub Date : 2022-10-12 DOI:10.1177/00420859221125711

A. Bowe, C. L. Johnson

引用次数: 0

Abstract

We used the emerging postcolonial frame of plantation pedagogy to understand parent involvement within urban Bahamian schools. We report on survey (parents, n = 377; teachers, n = 96), interviews (n = 33), and forum (n = 17) data to identify barriers and solutions to involvement. Findings demonstrate pervasive plantation ideologies and practices that shape interactions between parents and schools. We discuss our findings in relation to social and economic issues within Bahamian society, school and ministerial bureaucracy, and the metaphor of the inner planation. We make recommendations to teacher education programs.

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通过后殖民视角理解家长参与的障碍:巴哈马学校的案例研究

我们使用新兴的后殖民时期种植园教学法框架来理解家长在巴哈马城市学校中的参与。我们报告了一项调查(父母，n = 377;教师，n = 96)，访谈(n = 33)和论坛(n = 17)数据，以确定参与的障碍和解决方案。研究结果表明，普遍存在的种植园意识形态和做法塑造了家长和学校之间的互动。我们将讨论我们关于巴哈马社会、学校和部长官僚机构内的社会和经济问题的调查结果，以及内部解释的隐喻。我们向教师教育项目提出建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Urban Education Multiple-

CiteScore

6.30

自引率

17.40%

发文量

期刊介绍： Get hard-hitting, focused analyses of critical concerns facing inner-city schools in Urban Education. For almost 40 years, Urban Education has provided thought-provoking commentary on key issues from gender-balanced and racially diverse perspectives. Subjects include: •Mental health needs of urban students •Student motivation and teacher practice •School-to-work programs and community economic development •Restructuring in large urban schools •Health and social services