ABSTRACT

Parental involvement (PI) is one of the major narratives in educational reform. When exploring the literature on PI, we observed that it is unclear (i) how parents themselves are viewed within these conceptualizations and (ii) to what extent parents are being included in the conceptualization of PI. In this study, we explored both questions by conducting a thematic content analysis on the plethora of research on the theme of PI. We found that in most of the literature PI seems to function as a concept of convenience which can be used whenever it fits. We found that when attempts are made to conceptualize PI, parents are seldom involved, even though they are key stakeholders. Furthermore, our study shows that PI is almost always conceptualized as a means for promoting academic success. We call for a shift from instrumentalizing and silencing parents towards a reciprocal, symmetrical dialogic relationship between teachers and parents.

摘要

家长参与（PI）是教育改革的主要内容之一。在探索有关 PI 的文献时，我们观察到尚不清楚 (i) 在这些概念化中如何看待父母本身，以及 (ii) 父母在多大程度上被包括在 PI 的概念化中。在这项研究中，我们通过对关于 PI 主题的大量研究进行主题内容分析来探讨这两个问题。我们发现，在大多数文献中，PI 似乎是一个方便的概念，可以在合适的时候使用。我们发现，当试图将 PI 概念化时，父母很少参与，即使他们是关键的利益相关者。此外，我们的研究表明，PI 几乎总是被概念化为促进学业成功的一种手段。