Advertisement

Re-Imagining Disadvantaged Community and Family Leadership for Learning: An (Im)modest Proposal

  • Greer Johnson
  • Paula Jervis-Tracey
Chapter
Part of the Springer International Handbooks of Education book series (SIHE, volume 25)

Abstract

This chapter challenges conventional notions of community and parental involvement in schooling, especially where it relates to those members of the community who do not have natural synergies with formal school-based learning. The chapter presents a proposal that defies deficit theories of upskilling an unrepresented group in favour of a way forward that invites parents to lead and engage in their children’s learning through a two-way conduit of respectful practice between communities, homes and schools.

Keywords

Social Capital Parental Involvement School Leader School Community Civic Virtue 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Bedson, L., & Perkins, D. (2006). A positive influence: Equipping parents to support young people’s career transitions. Fitzroy Victoria: Brotherhood of St Lawrence.Google Scholar
  2. Berthelsen, D., & Walker, S. (2008). Parents’ involvement in their children’s education. Family Matters, 79, 34–41.Google Scholar
  3. Bourdieu, P. (1977). Outline of a theory of practice. Cambridge: Cambridge University Press.Google Scholar
  4. Bryce, J., Anderson, M., Frigo, T., & McKenzie, P. (2007). Australian young people, their families and post–school plans: A research review. Australian Council for Educational Research, Sydney. Retrieved September 20, 2008, from http://www.voced.edu.au/docs/estore/TD_TNC_91_305.pdf.
  5. Chapman, J. (2003). Schooling for tomorrow: Networks of learning. In D. Istance & M. Kobayashi (Eds.), Schooling for tomorrow: Networks of innovation: Towards new models for managing schools and systems (pp. 41–46). Paris: OECD.Google Scholar
  6. Child and Adolescent Mental Health Services (CAMHS). (2008). Final report. London: Children and Adolescent Mental Health Services.Google Scholar
  7. Clandinin, D. J., & Connelly, F. M. (1996). Teachers’ professional knowledge landscapes: Teacher stories – Stories of teachers – School stories – Stories of school. Educational Researcher, 19(5), 2–14.Google Scholar
  8. Clandinin, D. J., & Connelly, F. M. (1998). Asking questions about telling stories. In C. Kridel (Ed.), Writing educational biography (pp. 245–253). New York/London: Garland Publishing.Google Scholar
  9. Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass.Google Scholar
  10. Connell, R. (1993). Schools and social justice. Leichhardt: Pluto.Google Scholar
  11. Crozier, G. (2000). Parents and schools: Partners or protagonists? Stroke-on-Trent: Trentham Books.Google Scholar
  12. Deal, T., & Peterson, K. D. (1999). Shaping school culture. San Francisco: Jossey Bass.Google Scholar
  13. Delors, J. (1996). Learning: The treasure within. Report to UNESCO of the International Commission on Education for the Twenty-First Century. Australia: Australian National Commission for UNESCO.Google Scholar
  14. Delpitt, L. (1988). The silenced dialogue: Power and pedagogy in educating other people’s children. Harvard Educational Review, 58(3), 280–298.Google Scholar
  15. Dempster, N. (2009). What do we know about leadership? In J. MacBeath & N. Dempster (Eds.), Connecting leadership and learning: Principles for practice (pp. 20–31). London: Routledge.Google Scholar
  16. Desforges, C., & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievements and adjustment. London: Department for Education and Skills: Queen’s Printer.Google Scholar
  17. Dwyer, P., & Wyn, J. (2001). Youth, education and risk – facing the future. London/New York: Routledge and Falmer.Google Scholar
  18. Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76, 701–712.Google Scholar
  19. Epstein, J. (2001). School, family and community partnerships: Preparing educators and improving schools. Boulder: Westview Press.Google Scholar
  20. Field, J. (2003). Social capital. London: Routledge.Google Scholar
  21. Freiberg, K., Homel, R., Batchelor, S., Carr, A., Hay, I., Elias, G., et al. (2005). Creating pathways to participation: A community-based developmental prevention project in Australia. Children and Society, 19(2), 114–157.CrossRefGoogle Scholar
  22. Fullan, M. (2003). The moral imperative of school leadership. California, Corwin Press.Google Scholar
  23. Gladwell, M. (2000). The Tipping Point: How little things can make a difference. London. Little Brown.Google Scholar
  24. Halsey, J. (2004). Parents in partnerships: Schools and communities. Jack Woodward Memorial Lecture. Federation of Parents and Friends Association Queensland.Google Scholar
  25. Hanafin, J., & Lynch, A. (2002). Peripheral voices: Parental involvement, social class, and educational disadvantage. British Journal of Sociology of Education, 23(1), 35–49.CrossRefGoogle Scholar
  26. Homel, R., Freiberg, K., Lamb, C., Leech, M., Carr, Hampshire, A., et al. (2006). The Pathways to Prevention Project: The first five years, 1999–2004. Sydney: Mission Australia and the Key Centre for Ethics, Law, Justice & Governance, Griffith University.Google Scholar
  27. http://www.dest.gov.au/sectors/school_education/publications_resources/profiles</Family_ School_Partnerships_Framework.htm#publication> retrieved 1 April 2010.
  28. Jervis-Tracey, P. (2005a). Inter-institutional networks and alliances: New directions in leadership. International Journal of Leadership in Education, 8(4), 291–308.CrossRefGoogle Scholar
  29. Jervis-Tracey, P. (2005b). Talk and the education alliance. Unpublished PhD thesis, University of Queensland, Brisbane.Google Scholar
  30. Jeynes, W. H. (2005). The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis. Urban Education, 42(1), 82–110.CrossRefGoogle Scholar
  31. Johnson, G. (2009). Narrative inquiry and school leadership identities. International Journal of Leadership in Education, 12(3), 269–282.CrossRefGoogle Scholar
  32. Johnson, G., Clarke, S., & Dempster, N. (2005). The discursive (re)construction of parents in school texts. Language and Education, 19(5), 380–399.CrossRefGoogle Scholar
  33. Knitzer, J., & Cohen, E. (2007). Promoting resilience in young children and families at the highest risk: The challenge for early childhood mental health. In D. Perry, R. Kaufman, & J. Knitzer (Eds.), Social and emotional health in early childhood: Building bridges between services and systems (pp. 335–359). Baltimore: Brookes.Google Scholar
  34. Lareau, A. (1987). Home advantage: Social class and parental intervention in elementary education. London: Falmer Press.Google Scholar
  35. Leithwood, K., & Riehl, C. (2003). What we know about successful school leadership. Philadelphia: Laboratory for Student Success, Temple University.Google Scholar
  36. Limerick, D., Cunnington, B., & Crowther, F. (1998). Managing the new organisation: Collaboration and sustainability in the post-corporate world. NSW: Business and Professional Publishing.Google Scholar
  37. MacBeath, J., & Dempster, N. (Eds.). (2009). Connecting leadership and learning: Principles for practice. London: Routledge.Google Scholar
  38. MacBeath, J., & Swaffield, S. (2008). Leadership for learning: A matter of principle. Paper presented at the Leadership for Learning Project, 21st International Congress for School Effectiveness and Improvement, Auckland.Google Scholar
  39. MacBeath, J., Frost, D., Swaffield, S., & Waterhouse, J. (2006a). Making the connections: The story of a seven country odyssey in search of a practical theory. Cambridge: University of Cambridge Faculty of Education.Google Scholar
  40. MacBeath, J., Frost, D., Swaffield, S., & Waterhouse, J. (2006b). Researching leadership for learning in seven countries (The Carpe Vitam Project). Education Research and Perspectives, 32(2), 24–42.Google Scholar
  41. MacBeath, J., Cullen, J., Frost, D., & Swaffield, S. (2007). Schools on the edge: Responding to challenging circumstances. Paper presented at the Leadership for Learning Symposium, International Congress for School Effectiveness and Improvement, Slovenia.Google Scholar
  42. MacBeath, J., Swaffield, S., & Frost, D. (2009). Principled narrative. International Journal of Leadership in Education: Theory & Practice, 12(3), 223–237.CrossRefGoogle Scholar
  43. Miller, R., & Bentley, T. (2002). ‘Unique creation’ possible futures: Four scenarios for 21st century schooling. Nottingham: National College for School Leadership.Google Scholar
  44. Mills, C., & Gale, T. (2004). Parent participation in disadvantaged schools: Moving beyond attributions of blame. Australian Journal of Education, 48(3), 268–281.Google Scholar
  45. O’Neill, M. (1996). Living networks. Educational Leadership, 54(3), 72–75.Google Scholar
  46. OECD. (2008). Ten steps to equity in education. Retrieved February 10, 2010, from http://www.oecd.org/publications/Policybriefs.
  47. Putnam, R. D. (2000). Bowling alone. The collapse and revival of American community. New York: Simon and Schuster.Google Scholar
  48. Raffaele, L. M., & Knoff, H. M. (1999). Improving home-school collaboration with disadvantaged families: Organisational principles, perspectives and approaches. School Psychology Review, 28(3), 448–466.Google Scholar
  49. Robertson, J. (2008). Coaching educational leadership: Building leadership capacity through partnership. London: Sage.Google Scholar
  50. Robertson, J. (2009). Coaching leadership through partnership. School Leadership and Management, 29(1), 91–103.Google Scholar
  51. Robertson, J. (2010). Learning through partnership: Challenging ways of seeing, being and knowing. The International Journal of Interdisciplinary Social Sciences, 4(12), 53–60.Google Scholar
  52. Sergiovanni, T. (2001). The principalship: A reflective practice (5th ed.). San Antonio: Trinity Press.Google Scholar
  53. Spillane, J. P., Halverson, R., & Diamond, J. B. (2001). Investigating school leadership practice: A distributed perspective. Educational Researcher, 30(3), 23–28.CrossRefGoogle Scholar
  54. Sui-Chu, E. H., & Willms, J. D. (1996). Effects of parental involvement on eighth-grade achievement. Sociology of Education, 69(2), 126–141.CrossRefGoogle Scholar
  55. Swaffield, S., & MacBeath, J. (2008). Leadership for learning. In J. MacBeath & N. Dempster (Eds.), Connecting leadership and learning: Principles for practice (pp. 35–52). London: Routledge.Google Scholar
  56. Swilka, A. (2003). Networking for educational innovation: A comparative analysis. In D. Istance & M. Kobayashi (Eds.), Schooling for tomorrow: Networks of innovation: Towards new ­models for managing schools and systems (pp. 49–64). Paris: OECD.Google Scholar
  57. Vincent, C., & Martin, J. (2000). School-based parents groups – a politics of voice and representation? Journal of Education Policy, 15(5), 459–480.CrossRefGoogle Scholar
  58. Warren, M. R., Hong, S., Rubin, C. L., & Uy, P. S. (2009). Beyond the bake sale: A community based relational approach to parent engagement in schools. Teachers College Record, 111(9), 2209–2254.Google Scholar
  59. Waterhouse, J. (2008). Raising aspirations within school communities: The learning catalysts project. School Leadership and Management, 28(4), 369–384.CrossRefGoogle Scholar
  60. Waterhouse, J., & Møller, J. (2009). Shared leadership. In J. MacBeath & N. Dempster (Eds.), Connecting leadership and learning: Principles for practice (pp. 121–136). London: Routledge.Google Scholar
  61. Wohlstetter, P., Malloy, C. L., Chau, D., & Polhemus, J. (2003). Improving schools through ­networks: A new approach to urban school reform. Educational Policy, 17(4), 399–430.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.Griffith Institute for Educational ResearchGriffith UniversityBrisbaneAustralia
  2. 2.Professional Experience OfficeGriffith UniversityBrisbaneAustralia

Personalised recommendations