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Contestation or Collaboration? A Comparative Study of Home–School Relations
Author(s) -
Lewis Amanda E.,
Forman Tyrone A.
Publication year - 2002
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1525/aeq.2002.33.1.60
Subject(s) - ambivalence , sociology , accommodation , class (philosophy) , focus (optics) , pedagogy , public relations , social psychology , gender studies , psychology , epistemology , political science , philosophy , physics , neuroscience , optics
In this article we focus on two public elementary schools that are known to have a great deal of parental participation, examining the relationships parents and school personnel build, and how these relationships unfold. We found that accommodation and community typified parent–teacher interactions at one school, while interactions at the other could be characterized as ambivalent and fraught with competing demands. We argue that social class and school culture interact to shape what is possible for parents and teachers to accomplish in the way of forming strong and meaningful relationships, ultimately leading to quite different outcomes.