The Ontario parent involvement policy analysis

This study examines Ontario Parent Involvement Policy through the use of critical discourse analysis (CDA). The discourse patterns within the policy are analyzed in order to expose any implicit or explicit power relationships. As part of CDA, critical linguistics are applied, to reveal patterns of written form, such as grammar or sentence structure that may reinforce traditional social and/or educational practices which marginalize certain groups of people. The results suggest that the policy document uses both implicit as well as explicit language that disempowers and marginalizes certain groups of parents. Also, there is visible oppression of minority parents as they are inadequately acknowledged or completely unrepresented in the content of the policy. Although, the policy attempts to eliminate power structures by refocusing control over resources onto parent groups and providing vehicles for parent voice empowerment, many parents are excluded as a result of barriers preventing them from being involved in the school system. Barriers faced by parents are exacerbated for minority parents due to challenges associated with past experiences. language, socioeconomic status, supporting the needs of children with exceptionalities, and lack of familiarity with the system.

The Ontario parent involvement policy analysis

This study examines Ontario Parent Involvement Policy through the use of critical discourse analysis (CDA). The discourse patterns within the policy are analyzed in order to expose any implicit or explicit power relationships. As part of CDA, critical linguistics are applied, to reveal patterns of written form, such as grammar or sentence structure that may reinforce traditional social and/or educational practices which marginalize certain groups of people. The results suggest that the policy document uses both implicit as well as explicit language that disempowers and marginalizes certain groups of parents. Also, there is visible oppression of minority parents as they are inadequately acknowledged or completely unrepresented in the content of the policy. Although, the policy attempts to eliminate power structures by refocusing control over resources onto parent groups and providing vehicles for parent voice empowerment, many parents are excluded as a result of barriers preventing them from being involved in the school system. Barriers faced by parents are exacerbated for minority parents due to challenges associated with past experiences. language, socioeconomic status, supporting the needs of children with exceptionalities, and lack of familiarity with the system.

Juvenile Dependency Court

The juvenile dependency court is designed to ensure children’s safety and best interests, primarily by providing services to families and reunifying children and parents, when possible. However, the dependency system’s informal and discretionary policies may perpetuate racial disproportionality and contribute to disparity. Historically, the system perpetuated bias by exerting control over poor and minority, particularly Black, families. Remnants of this past are still seen today in the disproportionate number of low-income and minority families involved in the system. Key to understanding this disparity and identifying interventions is greater knowledge about dependency professionals’ decision-making and better understanding of parents’ experiences, which are crucial to courts’ decisions. This chapter describes important differences in minority parents’ understanding of dependency cases, which may impact their perceptions of justice, engagement, and case outcomes. Implications of these differences and recommendations for improving juvenile dependency practice and policy for all parents, especially low-income and minority parents, are also discussed.