Parental participation is a fundamental principle of the Danish folkeskole (for children aged 6–16), yet this article explores how too much parental cooperation influences the relationship of teachers to their professional responsibility. The majority of research on parent–teacher cooperation has focused on parents’ opportunities to participate in school life, but little is known about what teachers think about such collaboration, and how imbalances in power and authority in parent–teacher cooperation influence teachers’ professionalism. The use of reflexive autoethnographic accounts, participant observation and document analysis during a four-year period in one school provided emic insight into the, often invisible, social processes of power. Semi-structured interviews with teachers in a second school were also conducted. Drawing on a body of interrelated work focusing on Bourdieu, situated learning theory and literature about professional studies, the findings suggest that parent–teacher communities can be understood as stratified fields which provide different and complex spaces for exerting power and domination. Although power in these communities is constantly negotiated, professional responsibility may be lost when parents occupy central positions in parent–teacher collaborations.

中文翻译：

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父母合作过多吗？家长与老师之间的合作以及它如何影响丹麦老师之间的职业责任

家长参与是丹麦民俗文化的基本原则（适用于6至16岁的儿童），但是本文探讨了过多的家长合作会如何影响教师与其职业责任的关系。关于父母与老师合作的大部分研究都集中在父母参与学校生活的机会上，但是对于教师对这种合作的看法以及父母与老师合作中权力和权威的不平衡如何影响教师的专业知识知之甚少。一所学校在四年中使用反思性民族志记录，参与者观察和文件分析，可以洞悉通常是看不见的社会权力过程。还对第二所学校的老师进行了半结构化访谈。通过以布迪厄为中心的一系列相互关联的工作，以及关于专业研究的学习理论和文献，研究结果表明，家长教师社区可以理解为分层的领域，为施加权力和统治提供了不同而复杂的空间。尽管这些社区中的权力是不断协商的，但是当父母在父母与老师合作中占据中心位置时，专业责任可能会丢失。