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Newly arrived parents and collaboration in Swedish school context: an interactionally and ethnomethodologically inspired analysis
Sunnadal Elementary School, Sweden. (Research in Inclusion, Democracy and Equity (RIDE))
Af Chapman High School, Sweden. (Research in Inclusion, Democracy and Equity (RIDE))
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Linnaeus University, Linnaeus Knowledge Environments, A Questioned Democracy. Linnaeus University, Linnaeus Knowledge Environments, Education in Change. (basic-nar-sam;Research in Inclusion, Democracy and Equity (RIDE);Kriminal- och socialvetenskapligt nätverk (Criminology Research Network))ORCID iD: 0000-0001-6151-0934
2021 (English)In: Education, ISSN 0013-1172, Vol. 141, no 3, p. 127-144Article in journal (Refereed) Published
Sustainable development
SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, SDG 5: Achieve gender equality and empower all women and girls, SDG 10: Reduce income inequality within and among countries, SDG 16: Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
Abstract [en]

The purpose of this study is to analyse 1) newly arrived parents’ accounts of collaboration in Swedish school context and 2) depicted triads and alliance constellations presented during interviews with recently arrived parents regarding the collaboration in Swedish school context. The study’s analysis is based on secondary empirical material (empirical sequences from previously published qualitative analyses). Its analytical discoveries are presented as three themes: (1) collaboration identity through distancing, (2) invitation to collaboration alliance, and (3) home- and school-focused collaboration. Analysis shows that the parents dramatise the need for collaboration between teachers and parents and construct and reconstruct collaborative alliances and triads in their narratives. Members who appear in these interactions are parents, children, and teachers. In the parents’ narratives about the collaboration, a picture emerges of an invitation to teachers to form an alliance partnership. The alliance partnership seems to strengthen stability in the triad with the objective of creating a successful collaboration in the children’s best interests and to draw attention to the importance of parents’ participation in collaboration in the school context. Successful collaboration in the school context seems to be a basic prerequisite for the successful involvement and integration of parents from different ethnic backgrounds into general society.

Place, publisher, year, edition, pages
Mobile, Alabama, USA: Project Innovation , 2021. Vol. 141, no 3, p. 127-144
Keywords [en]
education, pedagogy, collaborative triad, interpersonal interaction, intersectional perspective, recognition, qualitative method, reanalysis
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology) Pedagogy Pedagogical Work
Research subject
Sociology, Sociology Education; Social Work, Social Psychology; Education, Social Pedagogy; Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-101422OAI: oai:DiVA.org:lnu-101422DiVA, id: diva2:1541798
Conference
Nationell specialpedagogisk konferens. Samverkan för inkludering - som möjlighet och utmaning (”National special education conference in Sweden. Collaboration for inclusion - as opportunity and challenge”), Örebro University, Örebro, Sweden (20191113-20191114)Sociologi i en polariserad värld (”Sociology in a polarized world”), Lund University and Swedish Sociological Association, Lund, Sweden (20180307-20180309).
Projects
Successful collaborationAvailable from: 2021-04-04 Created: 2021-04-04 Last updated: 2023-03-14Bibliographically approved

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ArticleJournal: Education

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Basic, Goran

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CiteExportLink to record
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Citation style
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