Abstract
This chapter describes the international and Australian contexts for the Principal Leadership for Parent Engagement research featured in this book. We shine a light on the imperative of parent engagement and define the key terms: “parent”, “wellbeing”, and “parent engagement”. Next we introduce the idea of “agency” by describing how Emirbayer and Mische’s (1998) triadic view of agency as comprising iterational (past), projective (future), and practical-evaluative dimensions in combination with Biesta and Tedder’s (2007) notion of agency as achievement were used to understand the findings of the Principal Leadership for Parent Engagement project.
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Notes
- 1.
For more Australian state and territory parent and community engagement initiatives, see: Australian Capital Territory Government (n.d.), Government of New South Wales, Department of Education, (2020), Government of South Australia, Department of Education (2021), Government of Western Australia, Department of Education (n.d.), Northern Territory Government, Department of Education (2020), Tasmanian Government, Department of Education, (n.d.), Victoria State Government, Department of Education and Training (2021).
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Willis, LD., Povey, J., Hodges, J., Carroll, A. (2021). Parent Engagement—The Imperative!. In: Principal Leadership for Parent Engagement in Disadvantaged Schools . SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-16-1264-0_1
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