This paper focuses on some conceptual and methodological problems inherent in many empirical studies on parental involvement. On the basis of twelve selected studies in which quantitative measures for parent involvement have been used, we discuss the reasons for the diversity of empirical outcomes, partly due to the complexity and multi-dimensionality of the concept, but also due to the variety of operationalizations as well as methods that have been applied to assess parents’ levels of involvement. In particular, empirical evidence of involvement obtained with questionnaires should be considered as doubtful because of the biases in ratings, whereas the use of multiple informants, as suggested in the literature, does not seem satisfactory to overcome this problem. We suggest the use more qualitative methods for measuring parent involvement, for example by interviewing parents in depth about their own accounts for their behaviours. This seems also the best guarantee to detect the more hidden features of their involvement in their children’s education.
{"title":"The concept of parent involvement. Some theoretical and empirical considerations","authors":"Joep T. A. Bakker, E. Denessen","doi":"10.54195/ijpe.18267","DOIUrl":"https://doi.org/10.54195/ijpe.18267","url":null,"abstract":"This paper focuses on some conceptual and methodological problems inherent in many empirical studies on parental involvement. On the basis of twelve selected studies in which quantitative measures for parent involvement have been used, we discuss the reasons for the diversity of empirical outcomes, partly due to the complexity and multi-dimensionality of the concept, but also due to the variety of operationalizations as well as methods that have been applied to assess parents’ levels of involvement. In particular, empirical evidence of involvement obtained with questionnaires should be considered as doubtful because of the biases in ratings, whereas the use of multiple informants, as suggested in the literature, does not seem satisfactory to overcome this problem. We suggest the use more qualitative methods for measuring parent involvement, for example by interviewing parents in depth about their own accounts for their behaviours. This seems also the best guarantee to detect the more hidden features of their involvement in their children’s education.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"31 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Drawing on the theoretical concept that parents are crucial for children’s informal reading socialisation, the aim of this article is to explain the impact of parents’ cultural resources on school-aged children’s reading habits by controlling for children’ s gender. Parents’ cultural resources, here, comprise ‘parents’ cultural practices’ (defined as parents’ reading habits and parents’ interactions with their children) as well as parents’ education. The article draws on data from the German Time Use Survey including time-use data in two-parent families from 757 school-aged children (between ten and 19 years of age) and their parents. Controlling for children’s gender, the findings indicate that parents’ cultural resources have a stronger impact on daughters’ reading habits. For sons, only ‘fathers’ reading habits’, among other cultural resources, turns out to be significantly associated with sons’ reading habits. In general, parents’ reading habits have a stronger impact on children’s reading compared to family interactions and parent’s education. The validity of the indicator ‘family interaction’ (operationalized by time parents use on joint meals and family conversations) to predict children’s reading habits is limited. Overall, the findings may have implications for reading interventions that in particular address the family as an informal institution for reading socialisation.
{"title":"Parents’ Cultural Resources, Gender and Young People’s Reading Habits – Findings from a Secondary Analysis with Time-Survey Data in Two-parent Families","authors":"S. Wollscheid","doi":"10.54195/ijpe.18204","DOIUrl":"https://doi.org/10.54195/ijpe.18204","url":null,"abstract":"Drawing on the theoretical concept that parents are crucial for children’s informal reading socialisation, the aim of this article is to explain the impact of parents’ cultural resources on school-aged children’s reading habits by controlling for children’ s gender. Parents’ cultural resources, here, comprise ‘parents’ cultural practices’ (defined as parents’ reading habits and parents’ interactions with their children) as well as parents’ education. The article draws on data from the German Time Use Survey including time-use data in two-parent families from 757 school-aged children (between ten and 19 years of age) and their parents. Controlling for children’s gender, the findings indicate that parents’ cultural resources have a stronger impact on daughters’ reading habits. For sons, only ‘fathers’ reading habits’, among other cultural resources, turns out to be significantly associated with sons’ reading habits. In general, parents’ reading habits have a stronger impact on children’s reading compared to family interactions and parent’s education. The validity of the indicator ‘family interaction’ (operationalized by time parents use on joint meals and family conversations) to predict children’s reading habits is limited. Overall, the findings may have implications for reading interventions that in particular address the family as an informal institution for reading socialisation.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"28 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
More and more aspects of everyday life are placed under the control of specialists, because we have become convinced that a professional approach to problems is better than that of a layman. Many parents think so too. They think dealing with children in this complex society is a tough job: they are glad if others are prepared to think along and join in, so that the responsibility for the upbringing can be shared. They are quite pleased to have specialists support them in parenting.
{"title":"On empowerment and disempowerment of parents","authors":"Kees van der Wolf","doi":"10.54195/ijpe.18205","DOIUrl":"https://doi.org/10.54195/ijpe.18205","url":null,"abstract":"More and more aspects of everyday life are placed under the control of specialists, because we have become convinced that a professional approach to problems is better than that of a layman. Many parents think so too. They think dealing with children in this complex society is a tough job: they are glad if others are prepared to think along and join in, so that the responsibility for the upbringing can be shared. They are quite pleased to have specialists support them in parenting.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this paper is to discuss the definition and the parameters of parental involvement. It looks at the psychological aspect of the term (i.e. from the point of view of the individual parent) while it recognizes the importance of the sociological factors that contribute to its development (the teachers’ resistance, the school climate, the societal demands and expectations). The paper tries to answer questions such as: what is involvement, who gets involved and why, how can involvement be encouraged? The main argument of this paper, based on empirical evidence, is that demographic characteristics (gender, educational level, socio-economic status) could facilitate or hinder involvement, but they are not the only ones. Beliefs and attitudes could also play either role. This is hopeful because, unlike demographics, beliefs are changeable. Intervention programs that aim at the strengthening of parental involvement could take advantage of existing knowledge on attitude change.
{"title":"Parental involvement: beyond demographics","authors":"S. Georgiou","doi":"10.54195/ijpe.18250","DOIUrl":"https://doi.org/10.54195/ijpe.18250","url":null,"abstract":"The aim of this paper is to discuss the definition and the parameters of parental involvement. It looks at the psychological aspect of the term (i.e. from the point of view of the individual parent) while it recognizes the importance of the sociological factors that contribute to its development (the teachers’ resistance, the school climate, the societal demands and expectations). The paper tries to answer questions such as: what is involvement, who gets involved and why, how can involvement be encouraged? The main argument of this paper, based on empirical evidence, is that demographic characteristics (gender, educational level, socio-economic status) could facilitate or hinder involvement, but they are not the only ones. Beliefs and attitudes could also play either role. This is hopeful because, unlike demographics, beliefs are changeable. Intervention programs that aim at the strengthening of parental involvement could take advantage of existing knowledge on attitude change.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"100 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Memories that support our identity usually appear in narratives that we produce. This article presents research findings based on the analysis of biographical narratives of parents involved in the project entitled Parents, school and educational transition in Poland: 1989–2009 (University of Gdansk, 2006–2009). The parents told stories about their childhood (and school education in the former system) and about their parenthood by which they experienced the new social order (and their children’s school education). Being interested in identity work in the light of memory processes, the author analysed parts of interviews that reflect a specific type of influential memory. It resulted in a descriptive reconstruction of the parental identity, strongly informed by the parents’ recollections of their own school experience. On the one hand, memories seem to shape parents’ approaches to the teaching staff and the school. On the other hand, they show what parents learned throughout their transition from childhood to parenthood. Some aspects of identity remain the same, regardless of changing social and political contexts and regardless of personal educational transition. Still, parental identity, based solidly in the past, may determine the future of school education, particularly in terms of family – school partnerships.
{"title":"Authoritative and Class-Sensitive Parents: Parental Identities Shaped through Personal and Political Transitions","authors":"M. Mendel","doi":"10.54195/ijpe.18209","DOIUrl":"https://doi.org/10.54195/ijpe.18209","url":null,"abstract":"Memories that support our identity usually appear in narratives that we produce. This article presents research findings based on the analysis of biographical narratives of parents involved in the project entitled Parents, school and educational transition in Poland: 1989–2009 (University of Gdansk, 2006–2009). The parents told stories about their childhood (and school education in the former system) and about their parenthood by which they experienced the new social order (and their children’s school education). Being interested in identity work in the light of memory processes, the author analysed parts of interviews that reflect a specific type of influential memory. It resulted in a descriptive reconstruction of the parental identity, strongly informed by the parents’ recollections of their own school experience. On the one hand, memories seem to shape parents’ approaches to the teaching staff and the school. On the other hand, they show what parents learned throughout their transition from childhood to parenthood. Some aspects of identity remain the same, regardless of changing social and political contexts and regardless of personal educational transition. Still, parental identity, based solidly in the past, may determine the future of school education, particularly in terms of family – school partnerships.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"101 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The role of families in the education of disabled children is one of the prominent factors influencing their educational course. Parents’ aspirations for their children, their expectations and their experiences are determinant factors in the education of their disabled children. In the Greek context the role of familial environment appears reinforced since historically the majority of society has considered education as an individual responsibility of families. The scope of this study is the exploration of the experiences of a group of disabled children’s parents concerning school-family collaboration in relation to the functioning of the special educational structures following discourse analysis approach. The exploration of the experiences of disabled children’s families took place using semi-structured interviews. The analysis of parent’s experiences follows the social model of disability, which is contrasted with the clinical model and the theory of personal tragedy. The discourse analysis approach reveals a growing number of incidents concerning the feeling of personal tragedy. The experience of personal tragedy appears more often at the level of collaboration with structures and professionals from the educational context, projecting the individual model approach of disability at the level of school-family collaboration.
{"title":"Experiences of disabled children’s families concerning school-family collaboration","authors":"Athena Zoniou-Sideri, Eudoxia Nteropoulou-Nterou","doi":"10.54195/ijpe.18265","DOIUrl":"https://doi.org/10.54195/ijpe.18265","url":null,"abstract":"The role of families in the education of disabled children is one of the prominent factors influencing their educational course. Parents’ aspirations for their children, their expectations and their experiences are determinant factors in the education of their disabled children. In the Greek context the role of familial environment appears reinforced since historically the majority of society has considered education as an individual responsibility of families. The scope of this study is the exploration of the experiences of a group of disabled children’s parents concerning school-family collaboration in relation to the functioning of the special educational structures following discourse analysis approach. The exploration of the experiences of disabled children’s families took place using semi-structured interviews. The analysis of parent’s experiences follows the social model of disability, which is contrasted with the clinical model and the theory of personal tragedy. The discourse analysis approach reveals a growing number of incidents concerning the feeling of personal tragedy. The experience of personal tragedy appears more often at the level of collaboration with structures and professionals from the educational context, projecting the individual model approach of disability at the level of school-family collaboration.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"36 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Deslandes, P. Duguay, Marie-Claude Rivard, C. Lalande
There are few studies on those who resume their education after dropping out of high school and fewer still on single mothers who decide to return to school. The present study, initiated by the organization ‘Mamanva à l’école’ (MVE)(Mom Goes to School), aims to (1) identify the facilitating elements and challenges encountered by single mothers enrolled in general adult education and vocational training and (2) identify ways of supporting them in their roles as students and parents in order to foster their retention and achievement as well as their parental skills for educating their children and getting involved in their schooling. Conducted by means of six group interviews with 39 single mothers and analyzed using a qualitative approach, the study reveals needs specific to the reality of the participants’ lives. For instance, some express the desire to form a separate group apart from young students. They are clear about their need for daycare in their learning centers. These findings can inspire MVE in its mission and guide the Tracking Table in deciding what avenues to privilege in the next stages of a school-family-community partnership regarding mothers' relations to school and to children's school learning.
关于高中辍学后重返校园的研究很少，而关于决定重返校园的单身母亲的研究则更少。本研究由 "Mamanva à l'école"（MVE）（妈妈去上学）组织发起，旨在（1）确定参加普通成人教育和职业培训的单身母亲所遇到的有利因素和挑战，以及（2）确定支持她们扮演学生和家长角色的方法，以提高她们的保留率和成绩，以及她们教育子女和参与子女教育的家长技能。这项研究通过对 39 名单身母亲进行六次小组访谈，并采用定性方法进行分析，揭示了参与者生活现实中的具体需求。例如，有些人表示希望与年轻学生组成一个单独的小组。她们明确表示需要在学习中心提供日托服务。这些发现可以激励 MVE 履行其使命，并指导跟踪表决定在学校-家庭-社区伙伴关系的下一阶段，在母亲与学校和孩子在校学习的关系方面应优先考虑哪些途径。
{"title":"Return to School of Dropout Single Mothers: A School-Family-Community Partnerships Perspective","authors":"R. Deslandes, P. Duguay, Marie-Claude Rivard, C. Lalande","doi":"10.54195/ijpe.18217","DOIUrl":"https://doi.org/10.54195/ijpe.18217","url":null,"abstract":"There are few studies on those who resume their education after dropping out of high school and fewer still on single mothers who decide to return to school. The present study, initiated by the organization ‘Mamanva à l’école’ (MVE)(Mom Goes to School), aims to (1) identify the facilitating elements and challenges encountered by single mothers enrolled in general adult education and vocational training and (2) identify ways of supporting them in their roles as students and parents in order to foster their retention and achievement as well as their parental skills for educating their children and getting involved in their schooling. Conducted by means of six group interviews with 39 single mothers and analyzed using a qualitative approach, the study reveals needs specific to the reality of the participants’ lives. For instance, some express the desire to form a separate group apart from young students. They are clear about their need for daycare in their learning centers. These findings can inspire MVE in its mission and guide the Tracking Table in deciding what avenues to privilege in the next stages of a school-family-community partnership regarding mothers' relations to school and to children's school learning.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"38 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper describes the findings of a comparative study of rural and urban communities in Cyprus concerning the perceptions of primary school teachers and community stakeholders as regards school–community relations. The data were collected via a semi-structured interviewing technique amongst primary school teachers and community stakeholders. The analysis of the qualitative data demonstrates that both primary teachers and community stakeholders whether in a rural or an urban area consider school– community cooperation as a positive and important factor in their respective spheres of interest. However, teachers were found to maintain a more conservative stance towards relationships with the local community, believing that their professional autonomy is threatened by interferences of community stakeholders and agents. Furthermore, there was a divergence of perceptions between rural participants and their urban counterparts as regards to the extent to which such a cooperation should take place; both teachers and community stakeholders in rural areas seemed to be more willing to extend their communication and their relations in additional fields. On the contrary, teachers and community stakeholders in urban sites seemed more conservative towards such a situation; they regard that such a cooperation and such relations should be limited. The findings come to validate similar findings reported in the limited literature in Cyprus (Georgiou, 1998; Symeou, 2002) and indicate that there is a lot of ground to be covered towards extending and improving school–community relations for the benefit of all institutions concerned.
{"title":"Teachers’ and community stakeholders’ perceptions about school – community relations in Cyprus","authors":"George Anaxagorou","doi":"10.54195/ijpe.18249","DOIUrl":"https://doi.org/10.54195/ijpe.18249","url":null,"abstract":"This paper describes the findings of a comparative study of rural and urban communities in Cyprus concerning the perceptions of primary school teachers and community stakeholders as regards school–community relations. The data were collected via a semi-structured interviewing technique amongst primary school teachers and community stakeholders. The analysis of the qualitative data demonstrates that both primary teachers and community stakeholders whether in a rural or an urban area consider school– community cooperation as a positive and important factor in their respective spheres of interest. However, teachers were found to maintain a more conservative stance towards relationships with the local community, believing that their professional autonomy is threatened by interferences of community stakeholders and agents. Furthermore, there was a divergence of perceptions between rural participants and their urban counterparts as regards to the extent to which such a cooperation should take place; both teachers and community stakeholders in rural areas seemed to be more willing to extend their communication and their relations in additional fields. On the contrary, teachers and community stakeholders in urban sites seemed more conservative towards such a situation; they regard that such a cooperation and such relations should be limited. The findings come to validate similar findings reported in the limited literature in Cyprus (Georgiou, 1998; Symeou, 2002) and indicate that there is a lot of ground to be covered towards extending and improving school–community relations for the benefit of all institutions concerned.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"102 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study examined to what extent parents in the rural area are involved in the education of their children and whether this involvement had an influence on the school performance. The study used a causal-comparative design to compare parents’ involvement in high performing schools and in low performing schools. A total of 326 parents participated in the study where they were requested to rate their own involvement in school on components such as having healthy children, participation in school management, parents as resourceful, support for learning, and gender sensitivity, care and protection. The results of the study indicated that parents were interested in the education of their children but their involvement was challenged by the socioeconomic status of overpopulated families and high illiteracy rate of parents among other factors. Contributions of parents to construction of classrooms, and the principle of equitable access for all children seemed well respected. Parents of children in high performing schools were significantly more involved than their peers in low performing schools particularly on concern for having healthy children, support for learning, and gender sensitivity, care and protection. Pupils whose parents care for the health of their children, are supportive of their children’s learning, and who possess attributes such as gender sensitivity, care, and protection tend to perform better in school.
{"title":"Parental Involvement in High and Low Performing Schools in Gasabo District, Rwanda","authors":"L. Makewa, T. Muchee, Elizabeth M. Role","doi":"10.54195/ijpe.18201","DOIUrl":"https://doi.org/10.54195/ijpe.18201","url":null,"abstract":"The present study examined to what extent parents in the rural area are involved in the education of their children and whether this involvement had an influence on the school performance. The study used a causal-comparative design to compare parents’ involvement in high performing schools and in low performing schools. A total of 326 parents participated in the study where they were requested to rate their own involvement in school on components such as having healthy children, participation in school management, parents as resourceful, support for learning, and gender sensitivity, care and protection. The results of the study indicated that parents were interested in the education of their children but their involvement was challenged by the socioeconomic status of overpopulated families and high illiteracy rate of parents among other factors. Contributions of parents to construction of classrooms, and the principle of equitable access for all children seemed well respected. Parents of children in high performing schools were significantly more involved than their peers in low performing schools particularly on concern for having healthy children, support for learning, and gender sensitivity, care and protection. Pupils whose parents care for the health of their children, are supportive of their children’s learning, and who possess attributes such as gender sensitivity, care, and protection tend to perform better in school.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Sámi schools provide Sami children an education that also deals with Sami and is equivalent to an education in the Swedish nine-year compulsory school. Both Sámi and Swedish language are used in the Sámi schools. Sámi schools are an option for all parents who claim to be Sámi. The main purpose of this study was to learn, describe, analyse and work with processes aiming to strengthen the Sámi cultural and linguistic competencies within the Sámi school system. Sámi Schools in Sweden and their staff have not yet been able to reconstruct a Sámi school platform of their own. Teacher education or training of teachers, in Sweden has few adaptations for the appropriate education of teachers working at Sámi Schools. Regardless of this situation, teachers and parents expressed a vision of a Sámi School with cultural sensitivity and that also takes the culture into account in the curriculum and activities. The idea for the three-year participatory action research project discussed in this paper was initiated by the rectors of two Sámi primary - and preschools in Sweden. The research model and the research objectives of the study were developed together with the teachers, rectors, to some extent the parents and elders. The research project focused on how the Sámi School community could be enabled to activate their cultural knowledge and practices to make them part of the curriculum and the schools’ everyday life. This article discusses how to 1) examine the possibilities for a Sámi-culture-based pedagogy and the conditions required to enable them, and how to 2) recognize challenges, weaknesses and the strengths therein. The research project was conducted in two Sámi schools in Sweden with 115 children, their parents and elders, and 30 teachers as actors in the collaborative, collective process. The rectors and teachers were leading the processes. Results included transforming and integrating Sámi culture and language into pedagogy and curriculum content. Practices were improved. The positive research results were disseminated to both State and Sámi educational and political authorities. The need for a continued Sámi education and competence-building for teachers and staff was highlighted. No actions have yet been taken by the various informed authorities to continue the school development or the capacity building of Sámi teacher’s professional skills.
{"title":"The Process of Vitalizing and Revitalizing Culture-Based Pedagogy in Sámi Schools in Sweden","authors":"A. Balto, G. Johansson","doi":"10.54195/ijpe.18239","DOIUrl":"https://doi.org/10.54195/ijpe.18239","url":null,"abstract":"The Sámi schools provide Sami children an education that also deals with Sami and is equivalent to an education in the Swedish nine-year compulsory school. Both Sámi and Swedish language are used in the Sámi schools. Sámi schools are an option for all parents who claim to be Sámi. The main purpose of this study was to learn, describe, analyse and work with processes aiming to strengthen the Sámi cultural and linguistic competencies within the Sámi school system. Sámi Schools in Sweden and their staff have not yet been able to reconstruct a Sámi school platform of their own. Teacher education or training of teachers, in Sweden has few adaptations for the appropriate education of teachers working at Sámi Schools. Regardless of this situation, teachers and parents expressed a vision of a Sámi School with cultural sensitivity and that also takes the culture into account in the curriculum and activities. The idea for the three-year participatory action research project discussed in this paper was initiated by the rectors of two Sámi primary - and preschools in Sweden. The research model and the research objectives of the study were developed together with the teachers, rectors, to some extent the parents and elders. The research project focused on how the Sámi School community could be enabled to activate their cultural knowledge and practices to make them part of the curriculum and the schools’ everyday life. This article discusses how to 1) examine the possibilities for a Sámi-culture-based pedagogy and the conditions required to enable them, and how to 2) recognize challenges, weaknesses and the strengths therein. The research project was conducted in two Sámi schools in Sweden with 115 children, their parents and elders, and 30 teachers as actors in the collaborative, collective process. The rectors and teachers were leading the processes. Results included transforming and integrating Sámi culture and language into pedagogy and curriculum content. Practices were improved. The positive research results were disseminated to both State and Sámi educational and political authorities. The need for a continued Sámi education and competence-building for teachers and staff was highlighted. No actions have yet been taken by the various informed authorities to continue the school development or the capacity building of Sámi teacher’s professional skills.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"57 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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