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Abstract
Research points to greater demands on the family to take part in and arrange family life to support their children’s school life – and solutions to children’s problems in class are increasingly designed to include the parents. Debates in relation to parental collaboration can be seen as expressions of conflicts about how Danish schools should prioritize, what is relevant in relation to learning, how children’s difficulties ought to be understood, and who is responsible. Therefore, the question of parental collaboration constitutes an interesting opportunity to discuss theoretical questions related to the challenge of conceptualizing the conflictual collaboration between parties positioned in a distribution of responsibility and influence. The paper takes departure in that the different parties perspectives on the problems are connected in a ‘common matter’ as well as differentiated by the different tasks they have in relation to the children’s school life and how they are part of the conflicts.
Original language | English |
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Publication date | 2015 |
Number of pages | 9 |
Publication status | Published - 2015 |
Event | Resistance and renewal: International Society for Theoretical Psychology - Coventry, United Kingdom Duration: 26 Jun 2015 → 30 Nov 2015 |
Conference
Conference | Resistance and renewal |
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Country/Territory | United Kingdom |
City | Coventry |
Period | 26/06/2015 → 30/11/2015 |
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Dive into the research topics of 'Parental collaboration and children’s communities in school'. Together they form a unique fingerprint.Projects
- 1 Finished
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Children’s inclusion in school as conflictual collaboration between families, teachers, school-leaders and legislation.
Kousholt, D. (Project coordinator), Staunæs, D. (Participant), Testmann, L. (Participant), Højholt, C. (Project manager), Larsen, M. R. (Participant), Busch Jensen, P. (Participant), Mardahl Hansen, T. (Participant) & Jørgensen, S. (Participant)
Forskningrådet for Kultur og Kommunikation
01/09/2014 → 31/12/2018
Project: Research