2009
DOI: 10.1080/01425690902812604
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Dynamics of parent involvement at a multicultural school

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Cited by 52 publications
(26 citation statements)
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“…It is generally acknowledged that parent partnership includes both involvement in the life of the school (such as classroom help, accompanying trips, acting as school governor) and supporting education at home: reading to children, teaching songs and nursery rhymes, and assistance with homework (DCSF 2008). The concept of parent-partnership is however contested and the current model critiqued as classed, gendered and racialised (Levine-Rasky 2009;Crozier and Davies 2007;Edwards and Alldred 2000;Lareau and Shumar 1996;Lareau 1987).…”
Section: Partnership With Parentsmentioning
confidence: 95%
See 1 more Smart Citation
“…It is generally acknowledged that parent partnership includes both involvement in the life of the school (such as classroom help, accompanying trips, acting as school governor) and supporting education at home: reading to children, teaching songs and nursery rhymes, and assistance with homework (DCSF 2008). The concept of parent-partnership is however contested and the current model critiqued as classed, gendered and racialised (Levine-Rasky 2009;Crozier and Davies 2007;Edwards and Alldred 2000;Lareau and Shumar 1996;Lareau 1987).…”
Section: Partnership With Parentsmentioning
confidence: 95%
“…Others (see for example Achpal, Goldman, and Rohner 2007;Crozier and Davies 2007;Brooker 2002;Lareau and Shumar 1996) have found a similar cross-cultural conception of the 'teacher as expert'. Levine-Rasky (2009) shows how, even across Europe, the meaning of 'school involvement' may be differently interpreted and understood.…”
Section: Participationmentioning
confidence: 98%
“…Others have emphasised how parents choose secondary schools for their children, particularly in relation to discourses of 'multiculture' such as racialised, ethnic and religious differences (Byrne and de Tona 2013;Lareau and Horvat 1999) as well as the impact of class on the availability of educational 'choice' for BME parents (Weekes-Bernard 2007). More recent research has explored the positioning of BME middle-class parents in schools (Rollock et al 2012); the interplay of ethnicity and class in school choice and friendship groups (Ball et al 2013) and the role that Whiteness plays in school settings (Levine Rasky 2009;Reay et al 2007). Research has also explored how social class plays a significant role in educational achievement, particularly in relation to working class identities (Reay 1998(Reay , 2001(Reay , 2006 and the intersection of these identities in relation to gender and race (Bhopal 2010;Byrne 2006;Reay et al 2010Reay et al , 2011Rollock et al 2012).…”
Section: Education and Ruralitymentioning
confidence: 98%
“…Reay's (1998) Reay points out that in order to compensate for or to modify their child's education, a mother needs more cultural capital than required simply to be a complementor This cultural capital is more often possessed by white, middle class mothers, who once again find themselves in a position of advantage compared to their working class or minority ethnic counterparts (Reay, 1998, Levine-Rasky, 2009 this is discussed further in section 3.5 below.…”
Section: The School Space and Parental Involvementmentioning
confidence: 99%
“…My research has shown that 'British Asian' parents can be subject to marginalisation in relation to parental involvement. I have outlined how my 'third space' approach to working with parents could move practice on from the tendencies for homogenisation and labelling parents as 'good' or 'bad' seen in the research of others (for example Crozier and Reay, 2005;Levine-Rasky, 2009 …”
Section: Implications For Future Researchmentioning
confidence: 99%