Genealogical framework for analyzing the home/school relation and parent involvement¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article offers a genealogical account of the home/school relation, tracing how ideas about this relationship and parent involvement have been constructed over time. As the authors state, they "examine a century of rhetoric on the home/school relation and associated parent involvement." The framework treats parent involvement as a historically produced set of ideas rather than a neutral practice, and uses this historical lens to question current assumptions in educational research and policy.

Design Implications¶

Context¶

Requirements¶

• Requires historical analysis of educational rhetoric about the home/school relation over an extended period

Constraints¶

Target Learners¶

• children in families affected by home/school partnership policies

Target Learning Objectives¶

• understanding how governing ideas about families shape educational equity

Claims¶

• Educational rhetoric on the home/school relation and parent involvement spans a century [+W]
• Current ideas about the home/school relation and parent involvement may inhibit justice, equity, and excellence in education [+W]

Related Theories¶

Examples¶

• Interrogate parent involvement constructs through a genealogical lens to advance equity

Key Sources¶

• Kainz, K., & Aikens, N. L. (2007). Governing the Family Through Education: A Genealogy on the Home/School Relation. Equity & Excellence in Education, vol. 40, issue 4. https://eric.ed.gov/?q=Governing+the+Family+Through+Education. doi:10.1080/10665680701610721