The calls for family-school partnerships have been strong within the literature and educational policy within Australia, however, there is little research that demonstrates what such partnerships might look like. Much of the research demonstrates a one-way street approach where schools focus on educating families, particularly parents, to build their alignment with the already defined direction of the school. This paper draws from cultural models theory to explore the artefacts and practices within the figured worlds of two South Australian primary schools. It focuses on the sites’ re-imagining of family engagement as part of their participation in the South Australian Collaborative Childhood Project, inspired by the educational principles of the Reggio Emilia Project in Italy. This paper argues that an early childhood perspective on family engagement provides valuable insights in re-imagining practices and artefacts to support authentic family-school partnerships in primary schools.

中文翻译：

---

将家庭参与重新想象成一条双向街道

在澳大利亚的文献和教育政策中，对家庭学校伙伴关系的呼声很高，然而，几乎没有研究表明这种伙伴关系可能是什么样子。大部分研究展示了一种单向街道方法，学校专注于教育家庭，尤其是家长，使他们与学校已经确定的方向保持一致。本文借鉴文化模型理论，探索南澳大利亚两所小学的虚拟世界中的人工制品和实践。它侧重于网站重新想象家庭参与，作为他们参与南澳大利亚合作儿童项目的一部分，灵感来自意大利雷焦艾米利亚项目的教育原则。