Activating participation : parents and teachers working towards partnership
Author(s)
Bibliographic Information
Activating participation : parents and teachers working towards partnership
Trentham, 2005
- : pbk
Available at 3 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
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  Tochigi
  Gunma
  Saitama
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  Tokyo
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  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
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  United Kingdom
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  France
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  United States of America
Note
Includes bibliographical references (p. 161-173) and index
Description and Table of Contents
Description
This book collects together important research on parents and carers involvement in the education of their children. The contributors stress the importance of dialog and action between teachers and parents so that parents actively share in making the right decisions about their children s educational experience. They explore the challenges this presents for both the teachers and the parents in achieving such partnerships.Participatory democracy at grass roots level is hugely complex, especially in diverse society. This book seeks to develop the empirical and theoretical understanding of parent-school relationships and participatory democracy. By researching aspects of this problematic dynamic, it provides approaches for constructive policy and practice. New research into home-school relations, for example, will support teachers in developing their strategies for securing parent participation. Key factors that affect parents participation are identified, such as the experiences of mothers, and issues relating to social class and race, and these are taken into account in discussing parents role in school. What is feasible, what is appropriate and what is desirable? "Activating Participation" offers some of the answers.The book is for teachers, policy makers, superintendants and for advisers counselors and practitioners. It is also of important reading for students of teaching, child development, social policy, sociology, and gender studies. The contributors include the editors and Miriam David, Jane Martin, Jane Ribbens McCarthy, Barbara Walker and Maggie Maclure, Anne Phillips, and Heidi Safia Mirza.
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