Would it really matter? The democratic and caring deficit in ‘parental involvement’

Laere, Katrien Van; Houtte, Mieke Van; Vandenbroeck, Michel

doi:10.1080/1350293x.2018.1441999

Cited by 34 publications

(25 citation statements)

References 35 publications

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“…On the other hand, the parents did not know that early childcare institutions are obliged to highlight diversity and even whether this was done. One would assume that if parents were recognised as significant stakeholders, they would be aware that the legislation for early childcare obliges educators to highlight diversity and variations in values and beliefs (Norwegian Directorate for Education and Training 2017), which they need to be adequately informed about and involved with (Van Laere, Van Houtte, and Vandenbroeck 2018). Researchers claim that it is important that professional staff is reflexive regarding their own practices, beliefs and value orientations, ensuring that differences are recognised and validated (Vandenbroeck, Roets, and Snoeck 2009;Hansteen 2014;De Gioia 2015;Bergersen 2017).…”

Section: Results 2: Recognition Of Significant Stakeholders' Backgroundsmentioning

confidence: 99%

“…Educational staff is expected to recognise parents as significant stakeholders, thereby considering them to be on equal grounds, and recognising them according to the standards of love/care, legal justice, and social appreciation. Furthermore, a mutual dialogue where different views can be challenged and cultural gaps could be bridged is a necessity (Honneth 2008;Schibbye 2009Schibbye , 2013Vandenbroeck, Roets, and Snoeck 2009;Hansteen 2014;De Gioia 2015;Bergersen 2017;Van Laere, Van Houtte, and Vandenbroeck 2018).…”

Section: Methodsmentioning

confidence: 99%

“…There has been little international research on migrants' and refugee families' transitions to early childcare education systems in their new countries; on parents' own perspectives regarding early childcare; and on teachers' and parents' perceptions of their relationships (De Gioia 2015;Van Laere and Vandenbroeck 2017;Van Laere, Van Houtte, and Vandenbroeck 2018). Some of the studies that have been conducted show that early childcare is often dominated by the majority's discourse and habitus (see among others Sand 2014;De Gioia 2015;Van Laere and Vandenbroeck 2017;Van Laere, Van Houtte, and Vandenbroeck 2018;Solberg 2018). It appears that parents often have to act in accordance with the expected conduct and norms of the majority and its institutions (Solberg 2018), to which they tend to be less compliant.…”

Section: Introductionmentioning

confidence: 99%

“…It has also been evident that parents from minority backgrounds have little knowledge about the daily practices of early childcare; at the same time, they show an eagerness to know more (Van Laere, Van Houtte, and Vandenbroeck 2018). The main concern of parents is the proper care and supervision of their children, as well as if their children are learning the dominant language and social-emotional skills (Andenaes 2011;De Gioia 2015;Van Laere and Vandenbroeck 2017;Vuorinen 2018;Sønsthagen 2018).…”

Section: Introductionmentioning

confidence: 99%

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Early childcare as arenas of inclusion: the contribution of staff to recognising parents with refugee backgrounds as significant stakeholders

Sønsthagen

2020

European Early Childhood Education Research Journal

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According to the Norwegian Kindergarten Act, educational staff should work in cooperation and understanding with the guardians of a child. In this article, it is argued that staff must ensure sufficient quality of interactions with all parents, provide them with satisfactory information, and facilitate parental participation, in order for children to have a safe educational environment. This study explores the ways in which early childcare staff could recognise parents with refugee backgrounds as significant stakeholders. The study has followed two early childcare institutions through several data collection methods. Eight staff members and the management has participated. Additionally, parents with refugee backgrounds have been interviewed. The analysis demonstrated that in order for staff to sufficiently recognise the parents with refugee backgrounds, the parents had to interact in the confines of the majority's discourse. Both institutions recognised the parents' backgrounds on an everyday basis; however, staff did not communicate their responsibility in this regard. Finally, parents generally appeared satisfied regarding their cooperation with staff; nevertheless, the staff had not sufficiently communicated the role and responsibility of early childcare to the parents.

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Section: Results 2: Recognition Of Significant Stakeholders' Backgroundsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Early childcare as arenas of inclusion: the contribution of staff to recognising parents with refugee backgrounds as significant stakeholders

Sønsthagen

2020

European Early Childhood Education Research Journal

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“…Considering the positive links reported between the involvement of families with minority background, students' academic achievement and the improvement of school climate, it may be useful to pursue further interventions targeting equity and belongingness through family-school partnerships (Epstein 2018), within a democratic and open atmosphere (Van Laere, Van Houtte, and Vandenbroeck 2018). This might be easier to achieve if the school and the families have shared beliefs and values about what the central mission of the school should be.…”

Section: Introductionmentioning

confidence: 99%

Bridging the gap: engaging Roma and migrant families in early childhood education through trust-based relationships

Khalfaoui

García-Carrión

Villardón-Gallego

2020

European Early Childhood Education Research Journal

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Family participation and involvement in schools has been reported to be crucial for improving academic achievement and social cohesion, especially among those systematically excluded such as migrants or the Roma population. However, these families often participate less in school life. This hinders any attempt to reverse the cycle of inequality experienced in Europe by the Roma and migrant population, among others. This study focuses on a specific school that has successfully engaged Roma and migrant families. Particularly, this case study aims to identify the characteristics of the relationship that the Roma and migrant families have with the school and the way that parents' involvement in the education of their children has been promoted. The main results show that the participation of these families has been fostered by a strong collaboration constructed with egalitarian dialogue, trust and confidence-based relationships, and having a shared purpose of ensuring high-quality education for all children.

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Why a Re-theorisation of More-than-Parental Involvement in ECEC Is Needed

Sadownik,

Višnjić Jevtić

2023

International Perspectives on Early Childhood Education and Development

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This introductory chapter begins with the critical presentation of the concept of parental involvement (PI) as one implying a “democratic deficit” that builds on educational experts’ protectorate approach towards families. This aspect of PI is traced back to its history, and regardless of its colonial roots, we argue that we should not give up on this sense of PI. Based on a strong political will that can be traced in policy documents in all regions of the world, together with existing research reporting on the importance of acknowledging the democratic and culturally responsive practices of PI, we redefine PI as part of a search for theocratisations of hope, by which we mean the conceptual toolkits that acknowledge parental participation and provide room for more-than-parental involvement and agonism/disagreements. This introduction concludes with an overview of the remaining chapters in the book, as well as some information about the ethical details related to the empirical examples used later in the book.

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Would it really matter? The democratic and caring deficit in ‘parental involvement’

Cited by 34 publications

References 35 publications

Early childcare as arenas of inclusion: the contribution of staff to recognising parents with refugee backgrounds as significant stakeholders

Early childcare as arenas of inclusion: the contribution of staff to recognising parents with refugee backgrounds as significant stakeholders

Bridging the gap: engaging Roma and migrant families in early childhood education through trust-based relationships

Why a Re-theorisation of More-than-Parental Involvement in ECEC Is Needed

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