Session Information
19 SES 02 B, Ethnographic Approaches to Researching ‘Troubling’ Categories of Families and their Positioning within Discourses of Schooling
Symposium
Contribution
The paper represents findings from interviews with 62 ninth graders (15-16 years old) from three different Danish schools. It is a part of the Danish research project: “Home school cooperation in Denmark– a cultural given?” (www.dpu.dk/home-school). The students interviewed represent diverse social and ethnic backgrounds, and the focus in the paper is how they – from their different perspectives - verbalise cultural and social diversity and (in)equalities in their narratives on home schools relations and on school experiences. In the analyses their narratives are reflected within the context of the current dominating Danish rhetoric (and policy) on home school relations. This rhetoric is somewhat still influenced by a long establish Danish tradition in which parents are perceived as (equal) dialogue partners in the schooling of their children. However, at the same time a still greater part of the parents (especially those with ethnic minority backgrounds) are considered not worthy of entering into an (equal) dialogue with the school because they are not seen as living up to their role as responsible as parents.
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