Ambivalent relations: The 'tricky footwork' of parental involvement in school communities

International Journal of Inclusive Education

Volumn 14, Issue 5, 2010, Pages 499-515

  Blackmore, Jill ^a   Hutchison, Kirsten ^b  

^a DEAKIN UNIVERSITY   (Australia)

^b LA TROBE UNIVERSITY   (Australia)

Author keywords

educational policy; home school relations; social justice

Indexed keywords

EID: 77955080742     PISSN: 13603116     EISSN: 14645173     Source Type: Journal    
DOI: 10.1080/13603110802657685     Document Type: Article

References (63)

1. Auerbach, E. 1989. Toward a social-contextual approach to family literacy. Harvard Educational Review 59, no. 2: 165-81.
2. Auerbach, E. 1995. Which way for family literacy: Intervention or empowerment? In Family literacy: Connections in schools and communities, ed. L. M. Morrow, 11-27. New Brunswick, NJ: International Reading Association.
3. Babacan, H., N. Gopakrishnan, and J. Trad-Padhee. 2007. Achieving structural change: A guide for community workers in building cohesive communities. Footscray: Centre for Multicultural and Community Development, University of the Sunshine Coast.
4. Ball, S. 2000. Performativities and fabrications in the education economy: Towards a performative society? Australian Educational Researcher 27, no. 2: 1-25.
5. Ball, S. 2005. Class strategies and the education market: The middle-class and social advantage. London: Routledge Falmer.
6. Bauman, Z. 2001. The individualized society. Cambridge: Polity.
7. Biddulph, F., J. Biddulph, and C. Biddulph. 2003. The complexity of community and family influences on children's achievement in New Zealand: Best evidence synthesis. Wellington: Ministry of Education.
8. Biklen, S. K. 1995. Schoolwork. Gender and the cultural construction of teaching. New York, NY: Teachers College Press.
9. Blackmore, J. 1994. Participating parents: A feminist discussion of the historical relationship between education, community and the state. In School and community relations: participative practices and policy in schooling, ed. B. Limerick and H. Neilsen, 53-68. London: Brace, Harcourt & Javanovich.
10. Blackmore, J. 1999. Shifts in governance: Schools of the future. In Women, public policy and the state, ed. L. Hancock, 178-91. London: Macmillan.
11. Blackmore, J., and K. Hutchison. 2004. 'Changing relations': The impact of educational reform on family school relations and literacy practices. Melbourne: School of Social and Cultural Studies, Deakin University.
12. Blackmore, J., and J. Sachs. 2007. Performing and reforming leaders. Gender, educational restructuring and organisational change. New York, NY: SUNY Press.
13. Bloch, M., M.K. Holmlund, I. Moqvist, and T. Popkewitz. 2003. Governing children, families and education: Restructuring the welfare state. New York, NY: Palgrave Macmillan.
14. Booth, T., M. Ainscow, and A. Dyson. 1997. Understanding inclusion and exclusion in the English competitive education system. Journal of Inclusive Education 1, no. 4: 337-55.
15. Bourdieu, P., and J.-C. Passeron. 1990. Reproduction in education, society and culture. London: Sage.
16. Brantlinger, E. 2003. Dividing classes: How the middle-class negotiates and rationalizes school advantage. New York, NY: RoutledgeFalmer.
17. Brown, P. 1990. The 'Third wave' education and the ideology of parentocracy. Journal of Sociology of Education 11: 65-85.
18. Cairney, T.H., and J. Ruge. 1998. Community literacy practices and schooling: Towards effective support for students. Canberra: Department of Employment, Education, Training and Youth Affairs.
19. Cairney, T., J. Ruge, J. Buchanan, K. Lowe, and L. Munsie. 1995. Developing partnerships: The home, school and community interface, Vols 1-3. Canberra: Department of Employment, Education, Training and Youth Affairs, AGPS.
20. Carrington, S., and R. Robinson. 2006. Inclusive school community: Why is it so complex? International Journal of Inclusive Education 10, no. 4: 323-34.
21. Christensen, S. 2003. The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Review 33, no. 1: 83-104.
22. Connell, R.W. 2004. Working-class parents' views of secondary education. International Journal of Inclusive Education 8, no. 3: 227-39.
23. Crozier, G. 1999. Parental involvement: Who wants it? International Studies in Sociology of Education 9, no. 3: 219-38.
24. Crozier, G. 2000. Parents and schools: Partners or protagonists? Stoke on Trent: Trentham.
25. Crozier, G. 2001. Excluded parents: The deracialisation of parental involvement. Race, Ethnicity and Education 4, no. 4: 329-41.
26. Crozier, G., and J. Davies. 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, no. 3: 295-313.
27. Crozier, G., and D. Reay, eds. 2005. Activating participation. Parents and teachers working towards partnership. Stoke on Trent: Trentham.
28. David, M. 1993. Parents, gender and education reform. Cambridge: Polity.
29. Deem, R. 2000. Gender governance: Education reform and lay involvement in the governance of schools. In Gender, policy and educational change shifting agendas in the UK and Europe, ed. J. Salisbury and S. Riddell, 191-207. London: Routledge.
30. Dehli, K. 1996. Travelling tales: Thinking comparatively about education reform and parental 'choice' in postmodern times. Journal of Education Policy 11, no. 1: 75-88.
31. Dehli, K. 2005. Parent involvement and neo-liberal government: Critical analyses of contemporary educational reforms. Canadian and International Journal of Education 35, no. 1: 1-30.
32. Dillabough, J. 2007. Gender politics and conceptions of the modern teacher: Women, identity and professionalism. In Education, globalisation and social change, ed. H. Lauder, P. Brown, J. Dillabough, and A. Halsey, 702-18. Oxford: Oxford University Press.
33. Driessen, G., F. Smit, and P. Sleegers. 2005. Parental involvement and educational achievement. British Educational Research Journal 31, no. 4: 509-32.
34. Education Victoria. 1999. Early years reading resource kit. 2nd ed. Melbourne: Wesley Longman.
35. Edwards, A., and J. Warin. 1999. Parental involvement in raising the achievement of primary school pupils: Why bother? Oxford Review of Education 25, no. 3: 325-40.
36. Edwards, R., and P. Alldred. 2000. A typology of parental involvement in education centring on children and young people: Negotiating familialisation, institutionalisation and individualisation. British Journal of Sociology of Education 21, no. 3: 436-55.
37. Gewirtz, S. 1997. Post welfarism and the reconstruction of teachers' work in the UK. Journal of Education Policy, 12, no. 4: 217-31.
38. Gewirtz, S. 2008. Give us a break! A sceptical review of contemporary discourses on learning. Keynote Address presented at the European Educational Research Association Conference, September 10-12, 2008, at Gothenburg University, Gothenburg, Stockholm.
39. Green, B., and C. Beavis., eds. 1996. Teaching the English subject: Essays on English curriculum history and Australian schooling. Geelong, Vic: Deakin University Press.
40. Hanafin, J., and A. Lynch. 2002. Peripheral voices: Parental involvement, social class and educational disadvantage. British Journal of Sociology of Education 23, no. 1: 35-49.
41. Hannon, P. 1995. Literacy, home and school: Research and practice in teaching literacy with parents. London: Falmer.
42. Hoover-Dempsey, K., and H. Sandler. 1997. Why do parents become involved in their children's education? Review of Educational Research 67, no. 1: 3-42.
43. Hutchison, K. 2007. Rethinking homework in contemporary Australia: A feminist sociocultural analysis. Unpublished PhD thesis, Deakin University.
44. Lamb, S., R. Rumberger, P. Jesson, and R. Teese. 2004. School performance in Australia: Results from analyses of school effectiveness. Melbourne: Department of Premier and Cabinet.
45. Lareau, A. 2003. Unequal childhoods. Class, race and family life. Berkeley and Los Angeles: University of California Press.
46. Lawrence-Lightfoot, S. 2005. Reflections on portraiture: A dialogue between art and science. Qualitative Inquiry 11, no. 3: 3-15.
47. Lopez, G., and J. Scribner. 1999. Discourses of involvement: A critical review of parental involvement research. Montreal: AERA.
48. Lutrell, W. 1997. School smart and street wise: Working class women's identity and schooling. New York, NY: Routledge.
49. Mahony, P., and I. Hextall. 2001. Performing and conforming. In The performing school: Managing, teaching and learning in a performance culture, ed. D. Gleeson and C. Husbands, 174-91. London: RoutledgeFalmer.
50. Marshall, C. 1997. Feminist critical policy analysis. Vols. 1 & 2. London: Falmer.
51. Mattingly, D., R. Prislin, T. McKenzie, J. Rodriguez, and B. Kayzar. 2002. Evaluating evaluations: The case of parent involvement programs. Review of Educational Research 72, no. 4: 549-76.
52. Minister of Education. 1983. Victorian ministerial papers 1982-83. Melbourne: Victorian Government Printer.
53. Miretzky, D. 2004. The communication requirements of democratic schools: Parent-teacher perspectives on their relationships. Teachers College Record 106, no. 4: 814-51.
54. Moll, L.C., C. Amanti, D. Neff, and N. Gonzalez. 1992. Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice 31, no. 2: 132-41.
55. Mulford, W., K. Leithwood, and H. Silins. 2004. Education leadership for organisational learning and improved student outcomes: Studies in educational leadership. Vol. 3. New York: Kluwer Academic Publishers.
56. Reay, D. 1998. Class work: Mother's involvement in their children's primary schooling. London: UCL Press.
57. Reay, D. 2004. Gendering Bourdieu's versions of capital. In Feminism after Bourdieu: Emotional capital women and social class, ed. L. Adkins and B. Skeggs, 57-83. Cambridge: Blackwell.
58. Reay, J., and G. Weiner. 1998. Cultures of blame and redemption: Why empowerment becomes control. In School effectiveness for whom?: Challenges to the school effectiveness and school improvement movements, ed. R. Slee and G. Weiner with Sally Tomlinson, 21-32. London: Falmer.
59. Robertson, S., and R. Chadbourne. 1998. Banning voluntary labour: A study of teachers' work in the context of changing industrial relations regimes. Discourse 19, no. 1: 19-88.
60. Smith, D. 1998. The underside of schooling: Restructuring, privatisation and women's unpaid work. Journal for a Just and Caring Education 4, no. 1 [Special issue: 'Mothering: education and schooling', ed. A. Griffith and S. Schecter]: 11-30.
61. Teese, R., and J. Polesel. 2003. Undemocratic schooling. Melbourne: Melbourne University Press.
62. Vincent, C. 2000. Including parents: Education, citizenship and parental agency. Buckingham: Open University Press.
63. Whitty, G., D. Hapin, and S. Power. 1998. Choice and devolution in education. The school, the state and the market. Melbourne: ACER.