The Role of Social Inequality in Parent Engagement
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This book highlights how social inequality shapes parent engagement, from resources available to parents and parenting logics to school responses to families and their engagement. It also provides multiple solutions that can help shift parent engagement from a source of inequality to an opportunity for social justice in education. The book embraces families' funds of knowledge and advocates for family-centric rather than school-centric parent engagement. Parents' experiences of engagement at home, in school, and in the community are inextricably tied to social class, race, gender, and…mehr

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Produktbeschreibung
This book highlights how social inequality shapes parent engagement, from resources available to parents and parenting logics to school responses to families and their engagement. It also provides multiple solutions that can help shift parent engagement from a source of inequality to an opportunity for social justice in education. The book embraces families' funds of knowledge and advocates for family-centric rather than school-centric parent engagement. Parents' experiences of engagement at home, in school, and in the community are inextricably tied to social class, race, gender, and immigration status, which are addressed in this collection. It draws on a rich array of theoretical frameworks and adopts a critical lens to the study of parent engagement in early years, K-12 schools, and in transition to higher education. The book brings together authors from North America, Europe, Asia, and Australia and will be of interest to teachers, school administrators, policymakers, and researchers.
Autorenporträt
Max Antony-Newman is a Lecturer (Assistant Professor) at the University of Glasgow, Scotland, UK. He is an educational researcher, working from a critical sociological perspective to uncover the hidden curriculum in education and show how the identities of culturally and linguistically diverse students, teachers and parents together with social institutions shape the process of education. His main focus is on school-family partnerships, education policy, and teacher education with the overarching goal of moving from parent engagement as a source of social inequality to an opportunity for social justice. Max’s work also centers immigrant and refugee students and linguistic minorities in diverse classrooms. His work has been published in the British Journal of Sociology of Education, Canadian Journal of Education, Comparative and International Education, Curriculum Journal, Educational Review, International Journal of Bilingualism and Bilingual Education, Journal of Multilingual and Multicultural Development, Journal of Teacher Education, and School Community Journal.