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This book highlights how social inequality shapes parent engagement, from resources available to parents and parenting logics to school responses to families and their engagement. It also provides multiple solutions that can help shift parent engagement from a source of inequality to an opportunity for social justice in education. The book embraces families’ funds of knowledge and advocates for family-centric rather than school-centric parent engagement. Parents’ experiences of engagement at home, in school, and in the community are inextricably tied to social class, race, gender, and immigration status, which are addressed in this collection. It draws on a rich array of theoretical frameworks and adopts a critical lens to the study of parent engagement in early years, K-12 schools, and in transition to higher education. The book brings together authors from North America, Europe, Asia, and Australia and will be of interest to teachers, school administrators, policymakers, and researchers.
List of contents
Introduction.- Part I: Highlighting Inequality.- Chapter 1.Teacher beliefs about parents: Deficits, disregard and denial.
Chapter 2. Addressing emotional health while protecting status: Asian American and white parents in suburban America (*reprinted).- Chapter 3. Navigating the Canadian educational system as racialized parents: Newcomers’ perspectives on language, belonging, and success.- Chapter 4. Limits of parental engagement in ethnically mixed schools: the case of the Netherlands.- Chapter 5. ‘It’s a lot of pressure, we’re going to burn-out like this.- Chapter 6. “Not your mom, teacher” How intensive mothering shaped attitudes toward remote learning.- Chapter 7.Mothering discourses, parental engagement and social injustice in Scottish early years and childcare, and school-age-childcare professions.- Chapter 8. Reframing gendered parental engagement: How do we promote social justice within a discourse which overburdens mothers?.- Chapter 9. How does intergenerational engagement in early years and childcare, and school settings inform children’s perspectives of older generations?.- Chapter 10. Parentocracy in the spotlight: A qualitative study on parents’ wish and wealth in shaping students’ private tutoring experience in Hong Kong.- Chapter 11. Intensifying the educational inequality? A Bourdieusian study of Chinese parental perceptions and engagement in the International Baccalaureate (IB) internal assessments.- Chapter 12. Parenting strategies of the new rich in urban China: Outsourced cultivation for global higher education.- Part II. Opportunities for social justice. Chapter 13. Systematic Parent Engagement: A Means to Social Inclusion and Cohesion on the School Landscape.- Chapter 14. Doing education differently: Developing learning-powered partnerships with parents that address educational inequalities and social justice.- Chapter 15. The family photovoice project as a catalyst for transformative parent engagement in teacher education.- Chapter 16. “Dear Black Parents”: Honouring genius in Black families and communities.- Chapter 17. Honoring Black and Indigenous families’ place and land relations in educational engagement and advocacy: Uplifting traditions in and beyond schools.- Chapter 18. Creating school community cohesion and resilience post-COVID-19.- Chapter 19. Funds of knowledge as a framework for parent and family engagement in college going.- Chapter 20. Future directions for research on family engagement.
About the author
Max Antony-Newman is a Lecturer (Assistant Professor) at the University of Glasgow, Scotland, UK. He is an educational researcher, working from a critical sociological perspective to uncover the hidden curriculum in education and show how the identities of culturally and linguistically diverse students, teachers and parents together with social institutions shape the process of education. His main focus is on school-family partnerships, education policy, and teacher education with the overarching goal of moving from parental engagement as a source of social inequality to an opportunity for social justice. Max’s work also centers immigrant and refugee students and linguistic minorities in diverse classrooms. His work has been published in the British Journal of Sociology of Education, Canadian Journal of Education, Comparative and International Education, Curriculum Journal, Educational Review, International Journal of Bilingualism and Bilingual Education, Journal of Multilingual and Multicultural Development, Journal of Teacher Education, and School Community Journal.
Summary
This book highlights how social inequality shapes parent engagement, from resources available to parents and parenting logics to school responses to families and their engagement. It also provides multiple solutions that can help shift parent engagement from a source of inequality to an opportunity for social justice in education. The book embraces families’ funds of knowledge and advocates for family-centric rather than school-centric parent engagement. Parents’ experiences of engagement at home, in school, and in the community are inextricably tied to social class, race, gender, and immigration status, which are addressed in this collection. It draws on a rich array of theoretical frameworks and adopts a critical lens to the study of parent engagement in early years, K-12 schools, and in transition to higher education. The book brings together authors from North America, Europe, Asia, and Australia and will be of interest to teachers, school administrators, policymakers, and researchers.
