Publication: Responsabilización, obediencia y resistencia: perspectivas de docentes y padres sobre la colaboración
familia-‐escuela
Authors
Madrid, Romina ; Saracostti, Mahia ; Reininger, Taly ; Hernández, María Teresa
item.page.secondaryauthor
item.page.director
Publisher
Universidad de Murcia
publication.page.editor
publication.page.department
Description
Abstract
En
un
contexto
de
amplio
acuerdo
científico
y
legislativo
sobre
la
importancia
de
la
colaboración
familia
y
escuela
en
los
sistemas
escolares,
este
estudio
indaga
en
las
nociones
de
colaboración
que
sustentan
las
prácticas
de
participación
familiar
en
cinco
establecimientos
de
Chile.
Usando
un
cuestionario
de
involucramiento
familiar
y
a
través
de
entrevistas
individuales
y
grupales,
se
identifican
las
nociones
de
colaboración
familia-‐
escuela,
los
roles,
y
las
expectativas
sobre
las
familias
derivadas
de
éstas.
El
análisis
muestra
cómo
las
nociones
de
colaboración
de
docentes
y
familias
privilegian
cierto
tipo
de
participación
mientras
invisibilizan
otros.
Se
problematiza
el
hecho
de
que
las
familias,
unilateralmente,
sean
construidas
como
las
responsables
últimas
del
éxito
de
la
relación
familia-‐escuela
Internationally there is wide scientific and legislative agreement on the relevance of school-‐ family collaboration in education. Following this premise, this study explores the notions of collaboration that sustain participation and involvement practices in five schools in Chile. Utilizing a questionnaire based on Hoover-‐Dempsey & Sandler ́s scales of parental involvement and individual and group interviews with teachers and families, meanings about school-‐family collaboration, roles and teachers ́ expectations for families are explored. Results show how notions of collaboration held by teachers and families privilege certain aspects while making others invisible. Further results indicate accountability and blame discourses for the failure of successful school family collaborations attributed to non-‐ participating families by teachers and those families who do participate in school-‐based activities.
Internationally there is wide scientific and legislative agreement on the relevance of school-‐ family collaboration in education. Following this premise, this study explores the notions of collaboration that sustain participation and involvement practices in five schools in Chile. Utilizing a questionnaire based on Hoover-‐Dempsey & Sandler ́s scales of parental involvement and individual and group interviews with teachers and families, meanings about school-‐family collaboration, roles and teachers ́ expectations for families are explored. Results show how notions of collaboration held by teachers and families privilege certain aspects while making others invisible. Further results indicate accountability and blame discourses for the failure of successful school family collaborations attributed to non-‐ participating families by teachers and those families who do participate in school-‐based activities.
publication.page.subject
Citation
item.page.embargo
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. Licencia Creative Commons