Parental collaboration and children’s communities in school

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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 languageEnglish
Publication date2015
Number of pages9
Publication statusPublished - 2015
EventResistance and renewal: International Society for Theoretical Psychology - Coventry, United Kingdom
Duration: 26 Jun 201530 Nov 2015

Conference

ConferenceResistance and renewal
Country/TerritoryUnited Kingdom
CityCoventry
Period26/06/201530/11/2015

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