Parents and school communities in Japan and Scotland: contrasts in policy and practice in primary schools

Abstract

In this paper Japanese and Scottish cultural and ideological expectations about the role of parents and communities in schools are examined. Findings from three case studies of a Japanese school, a Scottish school and a group of Japanese parents sending their children to a Scottish school show that there are clear policy differences between the two countries. These differences reflect each country's problems and the purposes of the educational reforms that have been introduced and the different strengths and weaknesses of the two systems. The policy differences in the two systems and how these are translated into practice are examined from the perspective of parents and the wider school community. It is argued that what is missing from the policy and practice context in both countries are the resources to enable teachers, parents and other members of the community to work as equal partners.

Notes

Lyn Tett is Professor of Community Education and Lifelong Learning at the University of Edinburgh. Her research interests lie within the broad area of community based learning and education. Her research has involved an investigation of the factors such as class, gender, disability that lead to the exclusion of adults from post‐compulsory education and of the action that might be taken to promote social inclusion. Her latest book is Community education, lifelong learning and social inclusion, (2002) Dunedin Academic Press.

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Notes on contributors

LYN TETT

Lyn Tett is Professor of Community Education and Lifelong Learning at the University of Edinburgh. Her research interests lie within the broad area of community based learning and education. Her research has involved an investigation of the factors such as class, gender, disability that lead to the exclusion of adults from post‐compulsory education and of the action that might be taken to promote social inclusion. Her latest book is Community education, lifelong learning and social inclusion, (2002) Dunedin Academic Press.