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  • 1.
    Bouakaz, Laid
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Parental involvement in school: What promotes and what hinders parental involvement in an urban school2007Doctoral thesis, monograph (Other academic)
    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.

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