Towards partnership and participation
DOI link for Towards partnership and participation
Towards partnership and participation book
This chapter focuses on the ideas that underpin the notion of home- school partnership and those qualities in the interaction that might distinguish partnerships from other forms of cooperation. Within mainstream schools, schemes for parental involvement in reading and in other aspects of the curriculum typically follow the transplant approach. On an organisational level, structures and processes both at home and at school influence the forms of relationships that parents and teachers can develop. Parental and teacher roles in children's education, while complementary, are necessarily different. Parent-teacher meetings, even those seen by teachers as 'informal', tend to advantage the professionals, who typically set the agenda and convene the meeting on their own 'home territory'. Children's rights must be balanced with parental rights, and those rights must be set against the responsibilities for children's well-being that are associated with both parental and teacher roles.