Making the Unfamiliar Familiar: Social Representations of Teachers about Parental Engagement in an Intervention Program in Quebec

Boulanger, Dany; Larose, François; Grenier, Naomi; Saussez, Frédéric; Couturier, Yves

doi:10.1016/j.sbspro.2014.01.176

Cited by 3 publications

(4 citation statements)

References 17 publications

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“…Because what is absent -what the child and the parents are lacking -is named in reference to school's expectations (the child needs to be prepared for school through parents' intervention in X and Y ways), this very absence is made VISIBLE. This is exactly what happens when making parents' personal and environmental conditions -which are transactional (Dewey & Bentley, 1949), that is processual, contextual and endowed with sense, therefore hard to "grasp" -a series of risk and protective FACTORS (an objectification) (Boulanger, 2019b). Those factors are easily identifiable and manageable.…”

Section: Constructing Absence and Invisibility In The Interaction Bet...mentioning

confidence: 98%

“…Teachers being often reluctant to parents' (physical or symbolic) presence in a school (Crozier, 2001(Crozier, , 2012 or managing parent's engagement by keeping parents on the school periphery (Marsico & Iannaccone, 2012) -through managing an "engagement zone" (promoting parental engagement formal meetings) VS "non-engagement zones" (preventing parents from wandering in the entrance or voluntarily come to school to meet the teacher with no prior formal appointment) (Boulanger, 2019b) -suggests the willingness to break, reduce or maintain connections between school and families. So, there is not necessarily absence of connection, as school/family and its boundaries form a complementarily system.…”

Section: Constructing Absence and Invisibility In The Interaction Bet...mentioning

confidence: 99%

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Parents shine by their presence in school: making visible the absence in the cogenetic theory

Boulanger

2022

Estud. psicol. (Campinas)

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In this paper, I propose extending Tateo’s systemic cogenetic approach in relation with the dimensions of absence and invisibility. I illustrate my proposition in relation to the phenomenon of school-family-community interaction. I further develop my own theoretical work on how the interaction between school and family is constructed amidst tensions between presence versus absence, as well as visibility versus invisibility. This enables integrating the following dimensions in the systemic cogenetic approach: first, the process of making absence visible, invisible and present; and second, the process of rendering invisible the very process of constructing absence. I also delve into the constructive aspect of absence. I propose extending the systemic cogenetic approach in relation with the following aspects: (a) active absence (Goethe) as a way to make the invisible visible on the edge of the phenomenon; (b) the role of boundary in making visible the invisible; (c) boundary case (Non-Non-A) as a flexible designation (considering a phenomenon as A or non-A); and (d) circular and intransitive movement rendering visible the whole range of phenomena in irreversible time. I use the analysis of parents’ and teachers’ discourse as illustration of these theoretical propositions.

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Section: Constructing Absence and Invisibility In The Interaction Bet...mentioning

confidence: 98%

Section: Constructing Absence and Invisibility In The Interaction Bet...mentioning

confidence: 99%

Parents shine by their presence in school: making visible the absence in the cogenetic theory

Boulanger

2022

Estud. psicol. (Campinas)

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“…Together with the role of families’ contribution to the effectiveness of school-related tasks, schooling plays an important function in the academic socialization of children and future performance in diverse ways. Family and schools were studied in terms of discourses and attitudes as derived from the observational perspective; however, few studies explored how they are socially represented (Boulanger et al, 2014; Pelt & Poncelet, 2012).…”

Section: Family and School Contributionsmentioning

confidence: 99%

Knowledge About Family and School Contribution in Academic Achievement: The Context of Schooling and Social Representations in India

Sinha

2021

Journal of Education

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The present paper critically examined the available research on role of family and school contribution in academic achievement and explored their social representations. People adaptation with the prevalent notions and thinking beyond the boundary of common sense is required to explain multidimensional picture of any attribute. Previous research applied social representation theory to understand educability, intelligence, academic achievement and failure, and teachership. This article showed a polysemic understanding of family and school contribution where roles and identity matters.

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“…Together with the role of families' contribution to the effectiveness of school-related tasks, the role of schooling plays an important role in the academic socialization of children and future performance. Family and schools were studied in terms of discourses and attitudes as derived from the observational perspective but very few studies explored how they are socially represented (Boulanger et al 2014;Pelt & Poncelet, 2012). The understanding of the social representations will help in the knowledge of various associated features of family and school contribution embedded in the everyday discourses of people and how people make the sense of reality both at the agentic and intentional and social level (see Lahlou, 2015).…”

Section: Introductionmentioning

confidence: 99%

Knowledge about family and school contributions in academic achievement:The context of schooling and social representations in India

Sinha¹

2020

Preprint

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The present paper seeks to identify the social representations of the family and school contribution in students' academic achievement. Earlier studies have taken family and school contribution in terms of taken for granted causal factors but how they are embedded in our everyday understanding and interactions may provide an alternative perspective. The qualitative methodology of content and correspondence analysis of categorical data derived from interviews and written responses from parents, teachers and students are utilized. It is discussed that family and school contributions are not just representations as portrayed in the dominant theories but its notions depend upon the identities and roles people are conscious.However, people think in a context which may further have shaped by the interaction patterns, so, social representations becomes not some stagnant appropriations but crosses the boundaries of mainstream understanding. Thus family and school contributions comprise multidimensional pictures and diversified meanings which are not particularly dependent upon the given or generally expected notions of family and school contributions to academic achievement.

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Making the Unfamiliar Familiar: Social Representations of Teachers about Parental Engagement in an Intervention Program in Quebec

Cited by 3 publications

References 17 publications

Parents shine by their presence in school: making visible the absence in the cogenetic theory

Parents shine by their presence in school: making visible the absence in the cogenetic theory

Knowledge About Family and School Contribution in Academic Achievement: The Context of Schooling and Social Representations in India

Knowledge about family and school contributions in academic achievement:The context of schooling and social representations in India

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