2,821
Views
6
CrossRef citations to date
0
Altmetric
Research Article

Un/satisfactory encounters: communication, conflict and parent-school engagement

ORCID Icon & ORCID Icon
Pages 147-162 | Received 07 Mar 2019, Accepted 06 Jun 2019, Published online: 12 Jul 2019

References

  • Angus, L. (2015). School choice: Neoliberal education policy and imagined futures. British Journal of Sociology of Education, 36(3), 395–413.
  • Australian Department of Education, Employment and Workplace Affairs. 2008. Family-school partnerships framework. Canberra: ACT: Family School Partnerships Bureau. Retrieved from: http://www.familyschool.org.au/files/3013/8451/8364/Familyschool_partnerships_framework.pdf
  • Barr, J., & Saltmarsh, S. (2014). ‘It all comes down to the leadership’: the role of the school principal in fostering parent school engagement. Educational Management Administration & Leadership, 42(4), 491–505. doi:https://doi.org/10.1177/1741143213502189
  • Blackmore, J., & Hutchison, K. (2010). Ambivalent relations: The ‘tricky footwork’ of parental involvement in school communities. International Journal of Inclusive Education, 14(5), 499–515.
  • Braun, A., Maguire, M., & Ball, S. J. (2010). Policy enactments in the UK secondary school: Examining policy, practice and school positioning. Journal of Education Policy, 25(4), 547–560.
  • Connell, R. W. (2004). Working-class parents‘ views of secondary education. International Journal of Inclusive Education, 8(3), 227–239.
  • Crozier, G. (2001). Excluded parents: The deracialisation of parental involvement. Race Ethnicity and Education, 4(4), 329–341.
  • Crozier, G., & Davies, J. (2007). Hard to reach parents or hard to reach schools? A discussion of home–school relations, with particular reference to Bangladeshi and Pakistani parents. British Educational Research Journal, 33(3), 295–313.
  • De Certeau, M. (1984). The practice of everyday life. ( S. F. Rendall, Trans.). Berkeley: University of California Press.
  • De Certeau, M. (1997a). Culture in the plural. ( L. Giard, Trans.). Minneapolis: University of Minnesota Press.
  • De Certeau, M. (1997b). The capture of speech and other political writings. ( T. Conley, Trans.). Minneapolis: University of Minnesota Press.
  • Donzelot, J. (1979). The policing of families. New York: Pantheon Books.
  • Donzelot, J. (2008). Michel Foucault and liberal intelligence. Economy and Society, 37(1), 115–134.
  • Epstein, J. L. (2001). School, family and community partnerships: preparing educators and improving schools. Boulder, CO: Westview.
  • Epstein, J. L. (2018). School, family and community partnerships: Preparing educators and improving schools, 2nd Edition. London & New York: Routledge.
  • Epstein, J. L., & Sanders, M. (2006). Prospects for change: Preparing educators for school, family, and community partnerships. Peabody Journal of Education, 81(2), 81–120.
  • Epstein, J. L., Sanders, M., Sheldon, S., Simon, B., Salinas, K., Jansom, N., … Williams, K. (2018). School, family and community partnerships: Your handbook for action. Thousand Oaks, CA: Corwin Press.
  • Ezzy, D. (2002). Qualitative analysis: Practice and innovation. Crows Nest, NSW: Allen & Unwin.
  • Foucault, M. (1976/1990). The history of sexuality, Vol. 1, an introduction. ( (R. Hurley, Trans.)). London: Penguin.
  • Goodall, J. (2016). Technology and school-home communication. International Journal of Pedagogies and Learning, 11(2), 118–131.
  • Hanafin, J., & Lynch, A. (2002). Peripheral voices: Parent involvement, social class, and educational disadvantage. British Journal of Sociology of Education, 23(1), 35–49.
  • Ishimaru, A., Torres, K., Salvador, J., Lott, J., Cameron Williams, D., & Tran, C. (2016). Reinforcing deficit, journeying toward equity: Cultural brokering in family engagement initiatives. American Educational Research Journal, 53(4), 850–882.
  • Kainz, K., & Aikens, N. (2007). Governing the family through education: A genealogy on the home/school relation. Equity & Excellence in Education, 40(4), 301–310.
  • Lareau, A. (2008). Watching, waiting, and deciding when to intervene: Race, class and the transmission of advantage. In L. Weis (Ed.), The way class works: Readings on school, family and the economy (pp. 117–133). New York: Routledge.
  • Lowe, K., Harrison, N., Tennent, C., Guenther, J., Vass, G., & Moodie, N. (2019). Factors affecting the development of school and Indigenous community engagement: A systematic review. The Australian Educational Researcher, 46(2), 253–271.
  • Macfarlane, K. (2008). Playing the game: Examining parental engagement in schooling in postmillennial Queensland. Journal of Education Policy, 23(6), 701–713.
  • Macfarlane, K. (2009). Navigating a treacherous game: Conceptualising parental engagement in contemporary Queensland schooling. British Journal of Sociology of Education, 30(5), 563–576.
  • Maguire, M., & Ball, S. J. (1994). Researching politics and the politics of research: Recent qualitative studies in the UK. International Journal of Qualitative Studies in Education, 7(3), 269–285.
  • Maguire, M., Ball, S. J., & Braun, A. (2010). Behaviour, classroom management and student ‘control’: Enacting policy in the English secondary school. International Studies in Sociology of Education, 20(2), 153–170.
  • McKay, J., & Garratt, D. (2013). Participation as governmentality? The effect of disciplinary technologies at the interface of service users and providers, families and the state. Journal of Education Policy, 28(6), 733–749.
  • Mills, C., & Gale, T. (2004). Parent participation in disadvantaged schools: Moving beyond attributions of blame. Australian Journal of Education, 48(3), 268–281.
  • Ministerial Council for Education, Employment, Training & Youth Affairs. (2008). Melbourne declaration of educational goals for young Australians. Melbourne: Author.
  • Morgan, D. (1997). Focus groups as qualitative research (2nd ed.). Thousand Oaks, CA: Sage.
  • Olmedo, A., & Wilkins, A. (2017). Governing through parents: A genealogical enquiry of education policy and the construction of neoliberal subjectivities in England. Discourse: Studies in the Cultural Politics of Education, 38(4), 573–589.
  • Organisation for Economic Co-operation and Development. (2011). What can parents do to help their children succeed in school? PISA In Focus, 2011(10). Retrieved from: http://www.oecd.org/pisa/49012097.pdf
  • Organisation for Economic Co-operation and Development. 2012. Starting strong III: A quality toolbox for early childhood education and care. Paris, France: OECD Publishing. Retrieved from: http://www.forpedi.com.br/downloads/forpedi_anexo_0509121501208.pdf
  • Popkewitz, T. (2003). Governing the child and pedagogicalization of the parent: A historical excursis into the present. In M. Bloch, K. Holmlund, I. Moqvist, & T. Popkewitz (Eds.), Governing children, families and education: restructuring the welfare state (pp. 35–62). New York: Palgrave Macmillan.
  • Popkewitz, T. (2008). The social, psychological and educational sciences: From educationalization to pedagogicalization of the family and the child. In (Ed.), Educational research: The educationalization of social problems (pp. 171–190). Dordrecht: Springer.
  • Posey-Maddox, L. (2016). Beyond the consumer: Parents, privatization, and fundraising in US urban public schooling. Journal of Education Policy, 31(2), 178–197.
  • Rose, N. (1993). Government, authority and expertise in advanced liberalism. Economy and Society, 22(3), 283–299.
  • Rose, N. (1999a). Governing the soul: The shaping of the private self (2nd ed.). London & New York: Free Association Books.
  • Rose, N. (1999b). Powers of freedom. Cambridge: University Press.
  • Saltmarsh, S., McPherson, A., Chakrabarty, S., Winn, S., & Saltmarsh, D. (in review). Anecdotes, experience and ’learning by osmosis’: the role of professional cultures in preparing teachers for parent-school engagement.
  • Saltmarsh, S. (2012). What parents want teachers to know: reflections from the Engaging With Parents, Carers and Families project, invited address at the Engaging Parents and Families in Learning and School - National Symposium, hosted by the Family-School & Community Partnerships Bureau, Australian Parents Council and the Australian Council of State School Organisations, 11-12 May 2012. Department of Education, Employment and Workplace Relations: Canberra, ACT.
  • Saltmarsh, S. (2015a). Michel de certeau, everyday life and policy cultures: the case of parent engagement in education policy. Critical Studies in Education, 56(1), 38–54. doi:https://doi.org/10.1080/17508487.2015.961166
  • Saltmarsh, S. (2015b). Michel de Certeau, everyday life and education policy. In K. Gulson, M. Clarke & Petersen (Eds.), Education policy and contemporary theory: implications for research (pp. 27–38). London: Routledge.
  • Saltmarsh, S., Barr, J., & Chapman, A. (2015). Preparing for parents: how australian teacher education is addressing the question of parent-school engagement. Asia Pacific Journal of Education, 35(1), 69–84. doi:https://doi.org/10.1080/02188791.2014.906385
  • Srivastava, P., & Hopwood, N. (2009). A practical iterative framework for qualitative data analysis. International Journal of Qualitative Methods, 8(1), 76–84.
  • Stein, S. (2004). The culture of education policy. New York, NY: Teachers College Press.
  • Tate, J. (1998). The hermeneutic circle vs the enlightenment. Telos, 110, 9–38.
  • Vincent, C. (2017). ‘The children have only got one education and you have to make sure it’s a good one’: Parenting and parent–School relations in a neoliberal age. Gender and Education, 29(5), 541–557.
  • Vincent, C., & Ball, S. (2007). ‘Making up’ the middle-class child: Families, activities and class dispositions. Sociology, 41(6), 1061–1077.
  • Vincent, C., Ball, S., & Braun, A. (2008). ‘It’s like saying “coloured”’: Understanding and analysing the urban working classes. Sociological Review, 56(1), 61–77.
  • Vincent, C., & Martin, J. (2002). Class, culture and agency: Researching parental voice. Discourse: Studies in the Cultural Politics of Education, 23(1), 109–128.
  • Youdell, D. (2006). Impossible bodies, impossible selves: Exclusions and student subjectivities. Dordrecht: Springer.
  • Youdell, D. (2011). School trouble: Identity, power and politics in education. London: Routledge.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.