Journal
BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION
Volume 31, Issue 3, Pages 323-335Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/01425691003700565
Keywords
parental involvement; teachers; professionalism; mixed methods
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The study examines teachers' attitudes and experiences regarding home-school cooperation. Teachers constitute a powerful group in school compared with parents, and this relationship is interpreted through Bourdieu's concept of social field, as a power relation. The empirical analyses are based on a mixed-methods approach with survey and qualitative interviews among teachers in Norway. The results show that while teachers experience the interaction in a positive way, they try to limit parents' influence through emphasising their own professionalism, thus leaving parents with the role as supporters. Teachers who relate to well-educated parents are especially conscious of maintaining a distance towards the parents in order to keep them in their place.
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