ABSTRACT
This chapter is largely about the development of links between homes and schools which create a partnership. For most of the twentieth century education has been equated with schooling, teachers have defended their professional territory and there has been a separation of home and school. Now, there are increasingly moves to reverse this situation and to recognize that children’s school performance and their personal and social development are most successful when a partnership is established between home and school. Home-school relations figure prominently on the agendas of politicians, professionals and parents, although from different perspectives, but there is a widespread acceptance that ‘good’ relations include effective communication and information-giving, accountability of schools to parents, encouraging parents to support children’s learning and development and creating a sense of shared purpose and identity between parents, pupils and teachers. However, there is currently a political divide as to the form parental involvement should take. The Conservative government, via the 1986, 1988 and 1993 Education Acts, has encouraged parents to regard themselves as consumers in an educational market and as managers via representation on governing bodies. Parental choices of schools are intended to promote competition between schools and to help close ineffective ones. Whether the role of parent as a consumer and agent of competition will actually improve children’s educational performance and enhance their personal and social development is debatable.
