Interaction with Schools



This chapter argues that class, gender, ethnicity and religion are embedded in the ways that mothers communicate with schools. It shows that communicating with schools, in particular verbal communication, is shaped and affected by the differential social power the participants bring to the interaction. It explores in detail the many factors that may facilitate or hinder mothers’ interactions with schools. In particular it looks at the unhelpful representations of Muslim women as oppressed, submissive and devoid of agency to make decisions related to many aspects of their own lives as women—an orientalist image that has been repeatedly and strongly reinforced in the media—and how this image might contribute to disempowering and perhaps demotivating them from interacting with schools. This chapter looks at some mothers’ concerns and dissatisfaction with school policies for dealing with racial and religious discrimination. It also discusses that the fathers have a bigger role in terms of communicating with schools.


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Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.Deakin UniversityMelbourneAustralia

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