ABSTRACT

Parent participation with learning, defined here as parental engagement, has been a particular educational policy focus in many countries in recent decades. Grounded in neoliberal education sector reforms, the relationship between parents, learning, and schools has been reframed over this period. Using a genealogical approach, this article analyses parental engagement policies and practices, and the subjectivities these have engendered, in relation to New Zealand primary education 1988–2017. An overview of contemporary policies and practices, is followed by a commentary on what is found to be the two emergent, and dominant, parent subjectivities: parents as consumers, and as governors. These are considered alongside other longer-standing parent participation subjectivities. The article concludes by arguing that parental engagement is dominated by emergent subjectivities, and that these are contributing to inequalities and constraining engagement. The findings call for greater consideration of the diverse set of potential subject positions in both policy and practice.

摘要

家长参与学习，这里定义为家长参与，近几十年来一直是许多国家的教育政策重点。在新自由主义教育部门改革的基础上，这一时期重新构建了父母、学习和学校之间的关系。本文使用谱系方法分析了与 1988-2017 年新西兰小学教育相关的父母参与政策和做法，以及这些政策和做法所产生的主观性。对当代政策和实践的概述，然后是对被发现的两种新兴的、占主导地位的父母主体的评论：作为消费者的父母和作为管理者的父母。这些与其他长期存在的家长参与主观性一起考虑。文章最后指出，父母的参与受新兴主观性的支配，而这些正在加剧不平等并限制参与。调查结果呼吁更多地考虑政策和实践中的各种潜在主题职位。