This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Abrams, L. S. Articles by Gibbs, J. T. Search for Related Content Social Bookmarking                         What's this?

Disrupting the Logic of Home-School Relations

Parent Involvement Strategies and Practices of Inclusion and Exclusion

University of Minnesota, Twin Cities, labrams{at}che.umn.edu

Jewelle Taylor Gibbs

University of California, Berkeley

Through in-depth interviews with 10 mothers from diverse ethnocultural and socioeconomic groups the authors explore issues of parent roles, access to power, and practices of inclusion and exclusion at an urban elementary school that is undergoing comprehensive school reform. They apply a theory of social and cultural reproduction to assess the potential for school reformstrategies to disrupt traditional patterns of parent marginalization within public schools. The analysis suggests that school interventions seeking to change established practices and ideologies concerning parent involvement can become contested terrain, mediating power relations between parent groups and exposing competing needs and concerns about children’s education.

Urban Education, Vol. 37, No. 3, 384-407 (2002)
DOI: 10.1177/00485902037003005


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				M. E. Graue and D. Oen You Just Feed Them With a Long-Handled Spoon: Families Evaluate Their Experiences in a Class Size Reduction Reform Educational Policy, September 1, 2009; 23(5): 685 - 713. [Abstract] [PDF]

				S. Auerbach From Moral Supporters to Struggling Advocates: Reconceptualizing Parent Roles in Education Through the Experience of Working-Class Families of Color Urban Education, May 1, 2007; 42(3): 250 - 283. [Abstract] [PDF]