Reimagining the Needs of Rural Schools: Teachers’ and Parents’ Experiences of Parental Involvement in School Activities

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Africa Education Review Pub Date : 2022-03-04 DOI:10.1080/18146627.2023.2181727
H. Mbhiza, T. Nkambule
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引用次数: 1

Abstract

Abstract The nature of the relationship between parents, teachers, and the school are continuously important because of teachers’ changing social expectations. While formal education is traditionally viewed as the job of teachers, they cannot be expected to address all educational issues that are influenced by multifaceted social issues. We explore parents’ and teachers’ understanding and experiences of parental involvement, and the nature of parental involvement in rural schools. We used the phenomenological approach; semi-structured interviews were administered to comprehend teachers’ and parents’ experiences of parental involvement in school activities. Complex parental views of schooling shaped the manner of involvement in school activities, and the nature of partnerships that were imbalanced. Teachers’ discourses of parental involvement were unsurprisingly influenced by associating classroom spaces with professional qualifications and curriculum pressure, resulting in the exclusion of parents from classroom activities. The dominant nature of parental involvement that teachers mentioned was that parents’ participation was limited to helping outside the classroom to ensure the upkeep of the schools. The findings also revealed that parents’ dominant experiences relate to viewing schools as inaccessible spaces without invitation or permission, as they view themselves as outsiders, and questioned the nature of communication channels.
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重塑农村学校的需求:教师和家长参与学校活动的经验
由于教师的社会期望不断变化,家长、教师和学校之间的关系的性质一直很重要。虽然正规教育传统上被视为教师的工作,但不能指望他们解决受多方面社会问题影响的所有教育问题。我们探讨了家长和教师对家长参与的理解和经验,以及农村学校家长参与的性质。我们使用现象学方法;采用半结构式访谈,了解教师和家长参与学校活动的经验。父母对学校教育的复杂看法塑造了孩子参与学校活动的方式,以及不平衡的伙伴关系的性质。不出所料,教师关于家长参与的话语受到将课堂空间与专业资格和课程压力联系起来的影响,导致家长被排除在课堂活动之外。老师们提到的家长参与的主要性质是家长的参与仅限于课堂外的帮助,以确保学校的维护。调查结果还显示,家长们的主要经历与将学校视为未经邀请或许可就无法进入的空间有关,因为他们将自己视为局外人,并质疑沟通渠道的本质。
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来源期刊
Africa Education Review
Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
0.00%
发文量
8
期刊介绍: Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.
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