Malmö University Publications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Parental involvement in school: What promotes and what hinders parental involvement in an urban school
Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
2007 (English)Doctoral thesis, monograph (Other academic)
Abstract [sv]

Avhandlingens övergripande syfte är att förvärva kunskap om vad som främjar respektive vad som hindrar föräldrasamverkan i en grundskola med elever i skolåren 6-9 belägen i ett invandrartät område, samt nå en bättre förståelse av hur föräldrar med arabisk bakgrund och lärare ser på föräldrasamverkan i skolan. Ett ytterligare och besläktat syfte är att bättre förstå hur dessa föräldrar kan stödjas på ett sätt som möjliggör för dem att öka sin upplevelse av medverkan i den skola som deras barn går i. Studien behandlar också frågan om hur och i vilken utsträckning föräldrarna är delaktiga i sina barns utbildning i dessa olika bemärkelser. För att få svar på dessa frågor tas en integrerad ansats i anspråk, i vilken såväl kritisk etnografi samt participatorisk aktionsforskning tillämpas. Bourdieus teorier om kapital, habitus, fält, symbolisk makt samt symboliskt våld, agenter och doxa används som analytiska begrepp analysverktyg för klargöra vad som främjar respektive hindrar föräldrasamverkan på en skola belägen i ett invandrartätt område. Resultaten presenteras i sex kapitel. Föräldrarna talar om sin brist på kunskap om skolväsendet och förevisar en stor vilja att lära för att komma närmare skolan och kunna hjälpa sina barn. Lärarna talar om olika typer av hinder såsom föräldrarnas språkliga brister samt kulturella och religiösa faktorer.

Abstract [en]

This thesis focuses on parental involvement in an urban school. The overall aim of the study is to obtain more adequate knowledge of what promotes and what hinders parental involvement in an urban secondary school for students between the age of about 12 and 16, and to achieve a better understanding of how parents of Arabic background and teachers view parental involvement in the work of the school. The study takes a critical ethnographic and participatory action research approach, an integrated form of the two is being considered. Bourdieu´s major theories of capital, habitus, field, symbolic power and violence, agents and doxa are used to help clarify what hinders and what promotes parental involvement in an urban school on both an empirical and a theoretical basis. The parents describe obstacles for their involvement such as lack of knowledge of the school system and various aspects of life struggle and make suggestion of strategies that could increase their involvement in the work of the school. Supplementary school activities arranged by the parents meant supporting and helping their children with their schoolwork, to protect their cultural heritage, and to prevent their being influenced by “the culture of the street”, meaning preventing them from drawn into drug abuse and criminality or ending up failing in school. The teachers speak of barriers of various types connected with working with the parents such as the parents´ language deficiencies, and cultural and religious factors. They also suggest different strategies that could be employed. A home-school mediation project was established to promote parental involvement. Efforts to involve the parents are met with a variety of problems those of ethical character, power, class and institutional habitus in particular, that hinder the development of such a relationship between the parents and the teachers.

Place, publisher, year, edition, pages
Malmö högskola, Lärarutbildningen , 2007. , p. 321
Series
Malmö Studies in Educational Sciences: Doctoral Dissertation Series, ISSN 1651-4513 ; 30
Keywords [en]
minority parents, multi-ethnic school, multicultural, parental involvement, urban school
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:mau:diva-7509Local ID: 4684ISBN: 978-91-976537-2-5 (print)OAI: oai:DiVA.org:mau-7509DiVA, id: diva2:1404438
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-06-27Bibliographically approved

Open Access in DiVA

fulltext(1041 kB)2586 downloads
File information
File name FULLTEXT01.pdfFile size 1041 kBChecksum SHA-512
95ece9b653d322432cf31076b8dea7862d73d5ea4184325cd9c4703e9a3fc0e1d16ed51c148fca4940628279f33612fbb5e3e464bcc17857ff252b77169c2dae
Type fulltextMimetype application/pdf
fulltext(6 kB)176 downloads
File information
File name FULLTEXT02.pdfFile size 6 kBChecksum SHA-512
cbf691561a086df73353948989f060ab0ee40b7b6b0c48a64cb3f1fc3a6b704302d6cb27da1faabac69ce3b80c44a0a08e66fcf0410f7beabccd7e5eca5746b3
Type fulltextMimetype application/pdf
Order online >>

Authority records

Bouakaz, Laid

Search in DiVA

By author/editor
Bouakaz, Laid
By organisation
Individual and Society (IS)
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 2763 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 4628 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf