scholarly journals Parent involvement in education? A Foucauldian discourse analysis of school newsletters

2021 ◽  
pp. 175774382110116
Author(s):  
Shauna Kingston
Keyword(s):  
Parent Involvement ◽  
Discourse Analysis ◽  
Ministry Of Education ◽  
School Partnerships ◽  
Life Problems ◽  
Children's Schooling ◽  
Push Out ◽  
Parent Involvement In Education

The Ontario Ministry of Education ( 2010 ) puts forth parent involvement as a solution for underachievement and as a resource for building better schools. A Foucauldian discourse analysis of school newsletters reveals that efforts to engage parents also function as a neoliberal strategy designed to govern parents. Using Foucault’s theory of governmentality, I show how the newsletters compel parents to invest in their children’s schooling and judge their value as parents in relation to their ability to produce good neoliberal citizens. I discuss how the newsletters depict ‘good’ parents as those who: (1) do not offer input into schooling; (2) make education a parenting priority and (3) raise good neoliberal citizens. The newsletters represent a strategy for cultivating neoliberal parents who do not ask more from schools and instead demand more of themselves in terms of preparing their children for school and for life. Problems with this approach are that: it asks parents to take up their children’s schooling in ways that push out other family priorities and it shuts down potential collaborations between parents and schools that could challenge neoliberal subjecthood. I call for reformulating discourses of ‘good’ involvement in ways that allow for more equal parent–school partnerships.

An empirical study on multimodal discourse analysis of college English teaching in the context of new media

2021 ◽  
pp. 1-5
Author(s):  
Shuting Cao ◽  
Rui Chen ◽  
Haiyuan Liu ◽  
Ruolin Shi
Keyword(s):  
College Students ◽  
Discourse Analysis ◽  
New Media ◽  
Curriculum Reform ◽  
English Education ◽  
Ministry Of Education ◽  
College English ◽  
English Teaching ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse

The main goal of college English education is to cultivate the students’ language ability of listening, speaking, reading and writing, and to promote the formation of individualized learning and autonomous ability of college students. At present, the new curriculum reform in our country has put forward a new educational requirement to college English teaching, which requires the innovation of college English teaching idea, and under the background of the development of new media, it proposes to use new media equipment to carry out teaching activities. However, college English education in our country is influenced by examination-oriented education mode, and the traditional education method is still used, which is not good for college students to improve their comprehensive quality of English. In view of this development situation, the Ministry of Education of China Based on the development of new media, a multimodal discourse analysis approach to college English education is proposed to enhance the level of College English teaching.

Perceptions of Some Priority Issues in Education among Rural Parents and Teachers

1986 ◽  
Vol 30 (1) ◽  
pp. 85-91 ◽  
Author(s):  
Alan D. Bowd ◽  
Colin R. Boylan
Keyword(s):  
Parent Involvement ◽  
Curriculum Development ◽  
Local Community ◽  
Social Role ◽  
Parent Participation ◽  
Community Characteristics ◽  
Employment Opportunities ◽  
Education And Employment ◽  
Rural Parents ◽  
Parent Involvement In Education

Eighty-nine teachers and fifty-nine active members of parent organizations associated with the teachers' schools were surveyed regarding their perceptions of significant issues in education. Issues were rated as high, medium or low priority and then rank-ordered separately for parents and teachers. Overall ranking for the two groups differed significantly. Ratings of issues bearing upon parent involvement in education and employment opportunities for students were more highly rated by parents than teachers. When ratings of most curriculum-related issues were compared for the two groups they were not found to differ significantly. The results were interpreted to reflect broad social role differences between parents and teachers as well as local community characteristics. Some implications for fostering parent participation in curriculum development were outlined.

Parent Involvement in Education: What Local Groups Can Achieve

1987 ◽  
Vol 15 (1) ◽  
pp. 24-27
Author(s):  
R. McCaskill
Keyword(s):  
Parent Involvement ◽  
Torres Strait Islander ◽  
Consultative Committee ◽  
Torres Strait ◽  
Parent Involvement In Education

The following is a brief account of the achievements of the Queensland Aboriginal and Torres Strait Islander Consultative Committee (QATSICC) in Innisfail.

scholarly journals Community-School Partnerships: Assisting Newcomer Youth In Montreal

2021 ◽  
Author(s):  
Yamie Tremblay
Keyword(s):  
Immigrant Students ◽  
Negative Impact ◽  
Qualitative Case Study ◽  
Community Organizations ◽  
Well Being ◽  
Educational Institutions ◽  
Ministry Of Education ◽  
School Partnerships

As universal and mandatory institutions, schools are the first institutional frame of reference newcomer youth encounter upon their arrival in Canada, and as such they play a central role in their settlement process. Although the Quebec Ministry of Education provides guidelines regarding the integration of immigrant students into Quebec educational institutions, some secondary schools in Montreal seem unprepared to respond to theunique needs of newcomer youth.This qualitative case study involving six key informantsreveals that schools need experts from community organizations who have a greater capacity to assist youth in their settlement experiences. However, partnering between school and community organizations are often based on difficult and unequal relationships which have a negative impact on the programs and services offeredto newcomer students. It is crucial that the various ministries involved in the well-being of youth provide long-term funding for collaborative programs targeting newcomers. This could fortify programs that are already implemented, encourage new initiative, and spread them to educational institutions around the province.

scholarly journals Teaching languages to deaf students in Brazil at the intersection of discourses

2014 ◽  
Vol 14 (4) ◽  
pp. 881-904
Author(s):  
Larissa Bassi Piconi
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Sign Language ◽  
Social Group ◽  
Critical Discourse ◽  
Ministry Of Education ◽  
Discursive Practices ◽  
Power Struggle ◽  
Deaf Students ◽  
Brazilian Sign Language

This work aims to discuss multilingual issues involving teaching languages to the deaf in Brazilian schools. For this purpose, it proposes an analysis of a set of materials produced by the Brazilian Ministry of Education aimed at situating means through which to act, represent and identify the deaf, as well as practices of teaching Brazilian Sign Language and Portuguese to this social group, based on the Critical Discourse Analysis (CDA) framework. Investigating discursive practices on this issue is important, as it allows one to identify the changes in the maintenance/transformation of recognition issues regarding the deaf in the Brazilian context. This analysis illustrates a multiplicity of voices that work to establish controversy upon evoking different meanings and a power struggle regarding the preservation of rules that currently guide the processes of language teaching for the deaf in an inclusive perspective.

Engaging Culturally and Linguistically Diverse Families of Children with Disabilities

2019 ◽  
Vol 55 (2) ◽  
pp. 120-126
Author(s):  
Lydia Gerzel-Short ◽  
Elisheba W. Kiru ◽  
Yun-Ju Hsiao ◽  
Katrina A. Hovey ◽  
Yan Wei ◽  
...  
Keyword(s):  
Parent Involvement ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
Family Engagement ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
School Partnerships ◽  
Social Success ◽  
Engagement Strategies ◽  
Shared Agency

Classrooms are increasingly more diverse, and student success can be enhanced through family engagement, especially for culturally and linguistically diverse (CLD) students with disabilities. Too often teachers are stymied by how to engage CLD families of children with disabilities. Common practices of parent involvement are ineffective and fail to appreciate families as members of the educational team. Family engagement seeks to establish and maintain authentic family-school partnerships based on mutual respect and shared agency for student academic and social success. This column provides specific family engagement strategies that teachers and schools can implement in an effort to provide reciprocal collaboration.

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