Theorizing the relationship between UK schools and migrant parents of Eastern European origin: the parents’ perspective

Journal article


Christie, S. and Szorenyi, A. 2015. Theorizing the relationship between UK schools and migrant parents of Eastern European origin: the parents’ perspective. The International Journal about Parents in Education. 9 (1), pp. 145-156.
AuthorsChristie, S. and Szorenyi, A.
Abstract

Schools may be particularly challenged in the building of relationships with immigrant families because of a potentially heightened mutual lack of knowledge or understanding about the other party’s cultural norms (e.g. Crozier & Davis, 2007). In the context of increased immigration from Eastern and Central European states, this study seeks to initiate the development of model of multi-cultural family-school interaction drawing on existing frameworks drawn from the fields of education, psychology and sociology. With the intention of establishing the nature of migrant parents’ constructions of their relationships with their children’s schools, we carried out in-depth, semi-structured interviews with 10 parents of school age children who had migrated to the UK from Eastern and Central Europe within the past 10 years. The key themes from the interviews indicated that the parents’ expectations of their children’s schooling appear to clash with those of the UK school system and that this is amplified by perceptions of poor communication, inadequate school-parent cooperation & marginalisation. Through the use of existing theoretical frameworks it was established that there is potential for improved practice though development of a model though this must take account of the full contextual complexity of the relationships.

Year2015
JournalThe International Journal about Parents in Education
Journal citation9 (1), pp. 145-156
PublisherEuropean Network about Parents in Education
ISSN1973-3518
Official URLhttp://www.ernape.net/ejournal/index.php/IJPE/article/view/316/254
Publication dates
Print2015
Publication process dates
Deposited10 Feb 2016
Accepted2015
Output statusPublished
File
Permalink -

https://repository.canterbury.ac.uk/item/87q5z/theorizing-the-relationship-between-uk-schools-and-migrant-parents-of-eastern-european-origin-the-parents-perspective

Download files

  • 13
    total views
  • 8
    total downloads
  • 2
    views this month
  • 2
    downloads this month

Export as

Related outputs

First in family to attend University: understanding and enabling the parent-child support relationship
Apps, J. and Christie, S. 2018. First in family to attend University: understanding and enabling the parent-child support relationship. International Journal About Parents in Education. 10 (1), pp. 59-69.
Positivist scientific exploration – can universal truths and grand narratives be discovered in research about human beings?
Christie, S. 2015. Positivist scientific exploration – can universal truths and grand narratives be discovered in research about human beings? in: David, T., Goouch, K. and Powell, S. (ed.) The Routledge International Handbook of Philosophies and Theories of Early Childhood Education and Care. Abingdon Routledge. pp. 189-200
The experience of pregnancy and early parenting for women who are addicted to heroin
Christie, S. 2015. The experience of pregnancy and early parenting for women who are addicted to heroin.
A preliminary report exploring the need for and development of a coherent Personal and Social Education curriculum
Maynard, T., Moss, J., Bowie, B., Christie, S., Bainbridge, A., Barnes, J., Blamires, M., Hassett, A., Powell, S., Robinson, S. and Canterbury Christ Church University 2013. A preliminary report exploring the need for and development of a coherent Personal and Social Education curriculum.
Intentional psychology, accidental biography: using a post hoc lens of biography to view the development of a psychological theory of learning and evolution during simultaneous life transitions of becoming a mother and recovering from heroin addiction.
Christie, S. 2013. Intentional psychology, accidental biography: using a post hoc lens of biography to view the development of a psychological theory of learning and evolution during simultaneous life transitions of becoming a mother and recovering from heroin addiction.