Reframing Parent-Teacher Relationships in Rural African Schools

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Africa Education Review Pub Date : 2021-11-02 DOI:10.1080/18146627.2022.2151926
Bukola Oyinloye
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Abstract

Abstract Positive interactions and relationships between parents and teachers have the potential to deepen parents’ involvement in children’s learning. However, not much is known about the scope of the interactions between parents and teachers in rural public primary schools in Africa. Specifically, little is known about the spaces in which parents and teachers relate and inter-act; who participates in these interactions; and the types of relationships which underpin or emerge from such interactions. This article explores the natural (i.e., not interventionist or programme-driven) interactions and relationships between parents and teachers in North Central Nigeria. The findings draw from a two-phased ethnographic study of parental involvement in two rural schools and communities with parents of upper level primary children and the teachers and head teachers of the children. The main methods were partly structured interviews and participant observations while thematic analysis was used to identify themes around which narratives were represented. The findings revealed affective, economic, and official relationships between parents, teachers, and head teachers within and outside schools, though to a limited extent in one of the school-communities where there was significant instability of school leadership. Importantly, these relationships were embedded within the religious, social, and cultural ways of life in both communities. The study underscores the criticality of school heads for parent-teacher relationships, and for realising the promises of parental involvement in schooling.
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重构非洲农村学校的亲子关系
家长和教师之间的积极互动和关系有可能加深家长对儿童学习的参与。然而,关于非洲农村公立小学家长和教师之间互动的范围,人们知之甚少。具体来说,我们对家长和老师相互联系和互动的空间知之甚少;谁参与了这些互动;以及支撑这种互动的关系类型。本文探讨了尼日利亚中北部地区家长与教师之间的自然(即非干预主义或方案驱动)互动和关系。研究结果来自对两所农村学校和社区的家长参与情况进行的两阶段人种学研究,研究对象是高年级小学生的家长以及这些孩子的老师和班主任。主要方法是部分结构化访谈和参与者观察,而主题分析用于确定叙事所代表的主题。研究结果揭示了学校内外家长、教师和校长之间的情感、经济和官方关系,尽管在学校领导明显不稳定的一个学校社区中,这种关系的程度有限。重要的是,这些关系植根于两个社区的宗教、社会和文化生活方式中。这项研究强调了校长对家长与教师关系的重要性,以及对实现家长参与学校教育的承诺的重要性。
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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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