Parents as Volunteer Citizens: Voice, Deliberation and Governance

Parliamentary Affairs

Volumn 56, Issue 4, 2003, Pages 716-732+i

  Ranson, Stewart ^b   Martin, Jane ^b   McKeown, Penny ^b   Arnott, Margaret ^a  

^a GLASGOW CALEDONIAN UNIVERSITY   (United Kingdom)

^b UNIVERSITY OF BIRMINGHAM   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 10744229860     PISSN: 00312290     EISSN: None     Source Type: Journal    
DOI: 10.1093/pa/gsg112     Document Type: Review

References (71)

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35. J. Martin, 'Social Justice, Education Policy and the Role of Parents', Education and Social Justice, 1999/2.
36. H. Perkin, The Rise of Professional Society: England Since 1880, Routledge and Kegan Paul, 1989; R. Sennett, Respect: The Formation of Character in the Age of Inequality, Penguin, Allen Lane, 2003.
37. H. Perkin, The Rise of Professional Society: England Since 1880, Routledge and Kegan Paul, 1989; R. Sennett, Respect: The Formation of Character in the Age of Inequality, Penguin, Allen Lane, 2003.
38. J. Douglas, The Home and the School, Panther, 1964.
39. P. Bourdieu and J.-C. Passeron, Reproduction in Education, Society and Culture, Sage, 1977; A. Lareau, Home Advantage: Social Class and Parental Intervention in Elementary Education, Falmer, 1989.
40. P. Bourdieu and J.-C. Passeron, Reproduction in Education, Society and Culture, Sage, 1977; A. Lareau, Home Advantage: Social Class and Parental Intervention in Elementary Education, Falmer, 1989.
41. M. David, Parents, Gender and Educational Reform, Polity, 1993.
42. D. Reay, Class Work: Mothers Involvement in the Children's Primary Schooling, UCL Press,1998.
43. P. Bourdieu, Language and Symbolic Power, Polity Press, 1992 in D. Reay, p. cit., p. 123.
44. C. Vincent, Parents and Teachers: Power and Participation, Palmer Press, 1996; C. Vincent, Including Parents: Education, Citizenship and Parental Agency, Open University Press, 2000.
45. C. Vincent, Parents and Teachers: Power and Participation, Palmer Press, 1996; C. Vincent, Including Parents: Education, Citizenship and Parental Agency, Open University Press, 2000.
46. S. Tomlinson and S. Hutchinson, Bangladeshi Parents and Education in Tower Hamlets, Advisory Centre for Education, 1991.
47. J. Bastiani, Home-School Work in Britain: Review, reflection and Development, David Fulton,1996; A. Macbeth, Involving Parents, Heinemann, 1989j A. Macbeth, 'Partnership Between Parents and Teachers in Education' in A. Macbeth, D. Macreath and J. Aichison (eds), Collaborate or Compete: Educational partnerships in a Market Economy, Falmer, 1995; S. Wolfendale, Empowering Parents and Teachers, Cassell, 1992; S. Wolfendale and J. Bastiani (eds), The Contribution of Parents to School Effectiveness, David Fulton, 2000; G. Crozier, Parents and Schools: Partners or Protagonists?, Trentham Books, 2000; M. Shah, Working with Parents, Heinemann, 2001.
48. J. Bastiani, Home-School Work in Britain: Review, reflection and Development, David Fulton,1996; A. Macbeth, Involving Parents, Heinemann, 1989; A. Macbeth, 'Partnership Between Parents and Teachers in Education' in A. Macbeth, D. Macreath and J. Aichison (eds), Collaborate or Compete: Educational partnerships in a Market Economy, Falmer, 1995; S. Wolfendale, Empowering Parents and Teachers, Cassell, 1992; S. Wolfendale and J. Bastiani (eds), The Contribution of Parents to School Effectiveness, David Fulton, 2000; G. Crozier, Parents and Schools: Partners or Protagonists?, Trentham Books, 2000; M. Shah, Working with Parents, Heinemann, 2001.
49. J. Bastiani, Home-School Work in Britain: Review, reflection and Development, David Fulton,1996; A. Macbeth, Involving Parents, Heinemann, 1989j A. Macbeth, 'Partnership Between Parents and Teachers in Education' in A. Macbeth, D. Macreath and J. Aichison (eds), Collaborate or Compete: Educational partnerships in a Market Economy, Falmer, 1995; S. Wolfendale, Empowering Parents and Teachers, Cassell, 1992; S. Wolfendale and J. Bastiani (eds), The Contribution of Parents to School Effectiveness, David Fulton, 2000; G. Crozier, Parents and Schools: Partners or Protagonists?, Trentham Books, 2000; M. Shah, Working with Parents, Heinemann, 2001.
50. J. Bastiani, Home-School Work in Britain: Review, reflection and Development, David Fulton,1996; A. Macbeth, Involving Parents, Heinemann, 1989; A. Macbeth, 'Partnership Between Parents and Teachers in Education' in A. Macbeth, D. Macreath and J. Aichison (eds), Collaborate or Compete: Educational partnerships in a Market Economy, Falmer, 1995; S. Wolfendale, Empowering Parents and Teachers, Cassell, 1992; S. Wolfendale and J. Bastiani (eds), The Contribution of Parents to School Effectiveness, David Fulton, 2000; G. Crozier, Parents and Schools: Partners or Protagonists?, Trentham Books, 2000; M. Shah, Working with Parents, Heinemann, 2001.
51. J. Bastiani, Home-School Work in Britain: Review, reflection and Development, David Fulton,1996; A. Macbeth, Involving Parents, Heinemann, 1989j A. Macbeth, 'Partnership Between Parents and Teachers in Education' in A. Macbeth, D. Macreath and J. Aichison (eds), Collaborate or Compete: Educational partnerships in a Market Economy, Falmer, 1995; S. Wolfendale, Empowering Parents and Teachers, Cassell, 1992; S. Wolfendale and J. Bastiani (eds), The Contribution of Parents to School Effectiveness, David Fulton, 2000; G. Crozier, Parents and Schools: Partners or Protagonists?, Trentham Books, 2000; M. Shah, Working with Parents, Heinemann, 2001.
52. J. Bastiani, Home-School Work in Britain: Review, reflection and Development, David Fulton,1996; A. Macbeth, Involving Parents, Heinemann, 1989j A. Macbeth, 'Partnership Between Parents and Teachers in Education' in A. Macbeth, D. Macreath and J. Aichison (eds), Collaborate or Compete: Educational partnerships in a Market Economy, Falmer, 1995; S. Wolfendale, Empowering Parents and Teachers, Cassell, 1992; S. Wolfendale and J. Bastiani (eds), The Contribution of Parents to School Effectiveness, David Fulton, 2000; G. Crozier, Parents and Schools: Partners or Protagonists?, Trentham Books, 2000; M. Shah, Working with Parents, Heinemann, 2001.
53. J. Bastiani, Home-School Work in Britain: Review, reflection and Development, David Fulton,1996; A. Macbeth, Involving Parents, Heinemann, 1989j A. Macbeth, 'Partnership Between Parents and Teachers in Education' in A. Macbeth, D. Macreath and J. Aichison (eds), Collaborate or Compete: Educational partnerships in a Market Economy, Falmer, 1995; S. Wolfendale, Empowering Parents and Teachers, Cassell, 1992; S. Wolfendale and J. Bastiani (eds), The Contribution of Parents to School Effectiveness, David Fulton, 2000; G. Crozier, Parents and Schools: Partners or Protagonists?, Trentham Books, 2000; M. Shah, Working with Parents, Heinemann, 2001.
54. Plowden Report, Children and their Primary Schools, HMSO, 1967.
55. Schools Plus: Building Learning Communities, DfEE, 2000; Schools Achieving Success, DfEs, 2001.
56. Schools Plus: Building Learning Communities, DfEE, 2000; Schools Achieving Success, DfEs, 2001.
57. DfEE, Home School Agreements: What Every Parent Should Know, HMSO, 1998.
58. The three studies have each been funded by ESRC. The New Management and Governance of Schools (Project L311253003); Little Polities, Schooling, Governance and Parental Participation (Project R000 237123); and The Participation of Volunteer Citizens in the Governance of Education (Project L215252043). We have been grateful for their support.
59. The three studies have each been funded by ESRC. The New Management and Governance of Schools (Project L311253003); Little Polities, Schooling, Governance and Parental Participation (Project R000 237123); and The Participation of Volunteer Citizens in the Governance of Education (Project L215252043). We have been grateful for their support.
60. The three studies have each been funded by ESRC. The New Management and Governance of Schools (Project L311253003); Little Polities, Schooling, Governance and Parental Participation (Project R000 237123); and The Participation of Volunteer Citizens in the Governance of Education (Project L215252043). We have been grateful for their support.
61. This project was co-directed by Carole Vincent (the Institute of Education, University of London), Jane Martin and Stewart Ranson. Following surveys of schools in two regions this study (1997-2000) focused on Year 9 parents in two schools (one in the Black country and another in north London). They were invited to discuss how they had been involved with the school since their children began secondary school, how they benefited from this participation, what concerns they had and what action they took. The schools were chosen because of their leading practice in involving parents including establishing a forum to involve parents in discussion about the issues facing the school and its policy making. They were schools that manifested many of the criteria of success, not least oversubscribed numbers of parents wanting a place for their children in the school. The interviews focused on 25 or so parents each of whom when asked expressed their own and their children's general contentment with the school.
62. Cf. J. Martin and C. Vincent, 'Parental Voice: An Exploration', International Studies in the Sociology of Education, 1999/2; C. Vincent and J. Martin, 'Class Culture and Agency: Researching Parental Voice', Discourse: Studies in the Cultural Politics of Education, 2002/1.
63. Cf. J. Martin and C. Vincent, 'Parental Voice: An Exploration', International Studies in the Sociology of Education, 1999/2; C. Vincent and J. Martin, 'Class Culture and Agency: Researching Parental Voice', Discourse: Studies in the Cultural Politics of Education, 2002/1.
64. Cf. M. Nussbaum, Upheavals of Thought: The Intelligence of the Emotions, Cambridge University Press, 2001.
65. This project was co-directed by Stewart Ranson and Jon Nixon (School of Education, University of Sheffield, Jane Martin and Penny McKeown, Queens University, Belfast). It was a UK-wide study (1994-97) of the impact of the (neo-liberal) restructuring of education on schools serving disadvantaged urban communities collected data from 17 local education authorities before selecting nine secondary schools for case studies. These schools responded in three ways to change: two schools were non reforming, three developed internal professionally-led school improvement programmes of reform, and the remaining four developed 'community active' approaches to reform.
66. S. Ranson, J. Martin, P. Mckeown and J. Nixon, 'The New Management and Governance of Education' in G. Stoker (ed.), The New Management of British Local Governance, Macmillan, 1999; J. Nixon and S. Ranson, 'Theorising "Agreement": The Moral Basis of the Emergent Professionalism within the New Management of Education', Discourse Studies in the Cultural Politics of Education, 1997/2.
67. S. Ranson, J. Martin, P. Mckeown and J. Nixon, 'The New Management and Governance of Education' in G. Stoker (ed.), The New Management of British Local Governance, Macmillan, 1999; J. Nixon and S. Ranson, 'Theorising "Agreement": The Moral Basis of the Emergent Professionalism within the New Management of Education', Discourse Studies in the Cultural Politics of Education, 1997/2.
68. Lord Haskins Report, Better Regulation Task force: Red Tape Affecting Teachers, Cabinet Office, 2000; DfEs, Consultation Paper, The Way forward: A Modernised Framework for School Governance, DfES, 2001.
69. Lord Haskins Report, Better Regulation Task force: Red Tape Affecting Teachers, Cabinet Office, 2000; DfEs, Consultation Paper, The Way forward: A Modernised Framework for School Governance, DfES, 2001.
70. This project was led by Stewart Ranson with Margaret Arnott (Glasgow Caledonian University), Penny McKeown (Queens' University, Belfast) and Jane Martin (Idea and Birmingham University). One local authority (two in England) was chosen in each nation of the UK selected for the emergent development of civic active characteristics (partnership, participation, performance review). A survey was administered to all school governors/board members in these authorities. Four schools were identified to us by in each authority: two community-active and two non community active. Interviews were obtained with all the appropriate stakeholders in school governance in each school and appropriate documents collected. In a second phase of case work schools were selected for their developing qualities of school governance and its connectedness or not to the community and, in addition to interviewing, governing body and school board meetings were observed.
71. J. Martin and L. Allen, Governing Education for Community Regeneration, Improvement and Development Agency and New Local Government Network, 2002.