ABSTRACT

This study explores head teachers’ and cultural brokers’ views of school–Muslim parent collaboration in Finland and Sweden. The data includes semi-structured interviews with school heads (n = 20) and Muslim cultural brokers (n = 16). The theoretical background leans on the theorizing of cultural capital originating from Bourdieu and on more recent conceptualizations of minority cultural capital. The results show major differences between head teachers in their views and practices, recognition of parental cultural resources correlating with open and active collaboration practices, perceptions of lack of parental capital with authoritative and inactive collaboration. Cultural brokers promote active collaboration and enhance the ability of Muslim immigrants to transform their cultural resources into cultural capital in school, thus resisting the reproduction of educational inequalities.

摘要

本研究探讨了芬兰和瑞典的校长和文化经纪人对学校-穆斯林家长合作的看法。数据包括对校长（n  = 20）和穆斯林文化经纪人（n = 16)。理论背景依赖于源自布迪厄的文化资本理论化以及最近对少数族裔文化资本的概念化。结果表明，校长在观点和实践方面存在重大差异，对与开放和积极合作实践相关的父母文化资源的认可，对权威和不积极合作缺乏父母资本的看法。文化经纪人促进积极合作，增强穆斯林移民在学校将文化资源转化为文化资本的能力，从而抵制教育不平等的再生产。