Les relacions entre l’escola i les famílies des d’una perspectiva democràtica: eixos d’anàlisi i propostes per a l’equitat

Jordi Collet-Sabé

doi:10.5565/rev/educar.1012

The family-school relationship from a democratic perspective: Lines of analysis and proposals for equity

Authors

Jordi Collet-Sabé Universitat de Vic – Universitat Central de Catalunya http://orcid.org/0000-0001-8526-9997

PDF (CA)

Abstract

The question “How much inequality can a democratic society bear?” frames the analysis of the relationship between parents and schools from a democratic and egalitarian perspective. Based on these two lines of analysis and supported by the international literature, this paper shows that the relationship between parents and teachers can be improved in terms of both democracy and equity. Dimensions such as school governance, the inclusion of diverse families or attention to inequalities are analyzed. Finally, based on the principles of inclusion, equity, empowerment and democratic deepening, we propose rethinking the role of schools, their practices and their governance to transform them into spaces capable of constructing experiences and education in, about and for democracy in conditions of equity as proposed by authors such as Biesta or Edelstein.

Keywords

parent-school relationship, democracy, inequalities, equity, families, governance, empowerment

References

AINSCOW, M.; BOOTH, T. i DYSON, A. (2006). Improving schools, developing inclusion. Londres: Routledge.

APPLE, M. i BEANE, J. (2007). Democratic schools. Portsmouth: Heinemann.

APPLETON, P.L. i MINCHOM, P.E. (1991). Models of parent partnership and child development centres. Child: Care, Health and Development, 17, 27-38. https://doi.org/10.1111/j.1365-2214.1991.tb00676.x

BACQUÉ, H. i BIEWENER, C. (2016). El empoderamiento. Barcelona: Gedisa.

BALL, S.J. (1995). Intellectuals or technicians?: The urgent role of theory in educational studies. British Journal of Educational Studies, 43(3), 255-271. https://doi.org/10.1080/00071005.1995.9974036

BALL, S.J. (2013). Foucault, Power and Education. Londres: Routledge.

BALL, S.J. (2017). Foucault as educator. Cham: Springer.

BALL, S.; JUNEMANN, C. i SANTORI, D. (2017). Edu.net: Globalisation and education policy mobility. Londres: Routledge.

BARRY, A.; OSBORNE, T. i ROSE, N. (eds.) (1996). Foucault and political reason. Chicago: The University of Chicago Press.

BENITO, R.; ALEGRE, M.A. i GONZÁLEZ, I. (2014). School educational project as a criterion of school choice: Discourses and practices in the city of Barcelona. Journal of Education Policy, 29(3), 397-420. https://doi.org/10.1080/02680939.2013.844858

BERNSTEIN, B. (1998). Pedagogía, control simbólico e identidad. Madrid: Morata.

BESALÚ, X. (2019). La renovació pedagògica a la Catalunya del segle XXI. Barcelona: Institut d’Estudis Catalans.

BIESTA, G. (2011). Learning Democracy in School and Society. Roterdam: Sense Publishers.

BONAL, X. (dir.) (2013). Municipis contra la segregació escolar. Barcelona: Fundació Jaume Bofill.

BOURDIEU, P. (1994). Per una sociologia reflexiva. Barcelona: Herder.

CLARKE, M. i PHELAN, A.M. (2015). The power of negative thinking in and for teacher education. Power and Education, 7(3), 257-271. https://doi.org/10.1177/1757743815607025

COLLET, J. (2017). «I do not like what I am becoming but…»: Transforming the identity of head teachers in Catalonia. Journal of Education Policy, 32(2), 141-158. https://doi.org/10.1080/02680939.2016.1253873

COLLET, J. (2018). Escoles democràtiques en comú: Primeres notes per produir escoles democràtiques a partir de pràctiques comunitzants. Pedagogia i Treball Social, 6(2), 32-54.

COLLET, J. (2019). Understanding school segregation: patterns, causes and consequences of spatial inequalities in education. British Journal of Sociology of Education, 40(7), 999-1003. https://doi.org/10.1080/01425692.2019.1656909

COLLET, J. i BALL, S.J. (2019). Revolting families: The Catalan ‘opt out’ movement and practices of resistance against Standard Assessment Test (SAT). Some exploratory research. Power and education (en premsa). https://doi.org/10.1177/1757743819894368

COLLET, J.; BESALÚ, X.; FEU, J. i TORT, A. (2015). Escuelas, familias y resultados académicos: Un nuevo modelo de anàlisis de las relaciones entre docentes y progenitores para el éxito académico de todo el alumnado. Profesorado: Revista de Currículum y Formación de Profesorado, 18(2), 7-33.

COLLET, J. i TORT, A. (coords.) (2014). Millors vincles, millors resultats?: La relació entre docents i famílies per a l’èxit acadèmic de tot l’alumnat. Barcelona: Fundació Jaume Bofill.

COLLET, J. i TORT, A. (2015). What do families of the «professional and managerial class» educate their children for? British Journal of Sociology of Education, 36(2), 234-249. https://doi.org/10.1080/01425692.2013.814531

COLLET, J. i TORT, A. (2017). Escola, família i comunitat: La perspectiva imprescindible per educar avui. Barcelona: Octaedro.

CROZIER, G. (1999). Parental involvement: Who wants it? International Studies in Sociology of Education, 9(3), 219-238. https://doi.org/10.1080/09620219900200045

CROZIER, G. i DAVIES, J. (2007). Hard to reach parents or hard to reach schools?: A discussion of home-school relations, with particular reference to Bangladeshi and Pakistani parents. British Educational Research Journal, 33(3), 295-313. https://doi.org/10.1080/01411920701243578

CUNNINGHAM, C. i DAVIS, H. (1985). Working with Parents: Frameworks for Collaboration. Buckingham: Open University Press.

DALE, N. (1996). Working with Families of Children with Special Needs. Londres: Routledge.

DAVIS, H. i MELTZER, L. (2007). Working with parents in partnership. Londres: Department for Education and Skills.

DEWEY, J. (1915). Democracy and Education: The Middle Works. Vol. 8. Carbondale: Southern Illinois University Press.

DEWEY, J. (1916). Democracy and Education. Nova York: The Freedom Press.

DEWEY, J. (1978). The Challenge of Democracy to Education: The Later Works. Vol. 11. Carbondale: Southern Illinois University Press.

DRIESSEN, G.; SMIT, F. i SLEEGERS, P. (2005). Parental involvement and educational achievement. British Educational Research Journal, 31(4), 509-532. https://doi.org/10.1080/01411920500148713

DUBET, F. (2002). Le déclin de l’institution. París: Seuil.

EDELSTEIN, W. (2011). Education for Democracy: Reasons and strategies. European Journal of Education, 46(1), 127-137. https://doi.org/10.1111/j.1465-3435.2010.01463.x

FEITO, R. (2011). Los retos de la participación escolar. Madrid: Morata.

FERNÁNDEZ-GONZÁLEZ, N. (2016). Repensando las políticas de privatización en educación: El cercamiento de la escuela. Archivos Analíticos de Políticas Educativas, 24(123), 1-24. http://dx.doi.org/10.14507/epaa.24.2509

FEU, J.; SIMÓ, N.; SERRA, C. i CANIMAS, J. (2016). Dimensiones, características e indicadores para una escuela democrática. Estudios Pedagógicos, 42(3).

FIELDING, M. i MOSS, P. (2011). Radical Education and the Common School: A Democratic Alternative. Londres: Routledge.

FOA, R.S. i MOUNK, Y. (2016). The Danger of Deconsolidation: The Democratic Disconnect. Journal of Democracy, 27(3), 5-17.

GIRÓ, J. i ANDRÉS, S. (2016). Instalados en la queja: El profesorado ante la participación de las familias en las escuelas. RASE, 9(3), 334-345. https://doi.org/10.7203/RASE.9.3.8982

FOUCAULT, M. (2010). The Government of the Self and Others: Lectures at the College de France 1982-1983. Basingstoke: Palgrave Macmillan.

FRASER, N. (2012). On justice: Lessons from Pató, Rawls and Ishiguro. Barcelona: CCCB.

FREIRE, P. (2004). Pedagogy of the oppressed. Nova York: Continuum.

LAHIRE, B. (1995). Tableaux des familles. París: Seuil.

HORNBY, G. i LAFAELE, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37-52. https://doi.org/10.1080/00131911.2010.488049

LAREAU, A. (2003). Unequal childhoods: Class, race and family life. Berkeley: University of California Press.

LEE, J.S. i BOWEN, N. (2006). Parent Involvement, Cultural Capital, and the Achievement Gap Among Elementary School Children. American Educational Research Journal, 43(2), 193-218. https://doi.org/10.3102/00028312043002193

GANDIN, L.A. i APPLE, M. (2002). Thin versus Thick Democracy in Education: Porto Alegre and the Creation of Alternatives to Neo-liberalism. International Studies in Sociology of Education, 12(2), 99-116. https://doi.org/10.1080/09620210200200085

MILANOVIC, B. (2016). Global inequality. Cambridge, MA: Hardvard University Press.

MONCEAU, G. (2011). La complexitat de les implicacions dels pares a l’escola o per què la participació dels pares no millora necessàriament els resultats acadèmics dels nens. A J. COLLET i A. TORT. Famílies, escoles i èxit. Barcelona: Fundació Jaume Bofill.

OLMEDO, A. (2017). Something old, not much new, and a lot borrowed: Philanthropy, business and the changing roles of government in global education policy networks. Oxford Review of Education, 43(1), 69-87. https://doi.org/10.1080/03054985.2016.1259104

OLMEDO, A. i WILKINS, A. (2017). Governing through parents: A genealogical enquiry of education policy and the construction of neoliberal subjectivities in England. Discourse: Studies in Cultural Politics of Education, 38(4), 573-589. https://doi.org/10.1080/01596306.2015.1130026

PARKER, A. i MEO, A. (2012). Reformas educativas y transformaciones del trabajo y la identidad profesional docente: El caso del sistema educativo estatal inglés: entre el cambio y la continuidad. CPU-e: Revista de Investigación Educativa, 15, 102-118.

PRIETO-FLORES, O.; FEU, J.; SERRA, C. i LÁZARO, L. (2018). Bringing democratic governance into practice: Policy enactments responding to neoliberal governance in Spanish public schools. Cambdridge Journal of Education 48(2), 227-244. https://doi.org/10.1080/0305764X.2017.1288700

REAY, D. (2005). Mothers’ involvement in their children’s schooling: Social reproduction in action? A G. CROZIER i D. REAY (eds.). Activating Participation: Parents and Teachers working in Partnership. Stoke on Trent: Trentham Books.

ROLLOCK, N.; GILBORN, D.; VINCENT, C. i BALL, S. (2015). The colour of class. Londres: Routledge.

RUJAS, J. (2016). Cómo juzga la escuela a las familias. RASE, 9(3), 385-396. https://doi.org/10.7203/RASE.9.3.8986

TYACK, D. i TOBIN, B. (1994). The grammar of schooling: Why has it been so hard to change? American Educational Research Journal, XXXI, 435-479.

VIGO, B.; DIESTE, B. i JULVE, C. (2016). Voces sobre participación de las familias en la escuela y éxito escolar. RASE, 9(3), 320-333. https://doi.org/10.7203/RASE.9.3.8981

VINCENT, C. (1996). Parents and Teachers: Power and Participation. Londres: Falmer.

VINCENT, C. (2000). Including Parents: Education, Citizenship and Parental Agency. Buckingham: Open University Press.

VINCENT, C. (2012). Parenting: Responsibilities, Risks and Respect. Londres: Institute of Education. University of London.

VINCENT, C. i BALL, S.J. (2007). «Making Up» the Middle-Class Child: Families, Activities and Class Dispositions. Sociology, 41(6), 1061-1077. https://doi.org/10.1177/0038038507082315

WILKINS, A. (2015). Professionalising school governance: The disciplinary effects of school autonomy and inspection on the changing role of school governors. Journal of Education Policy, 30(2), 182-200. https://doi.org/10.1080/02680939.2014.941414

WILKINS, A. (2016). Modernising school governance: Corporate planning and expert handling in state education. Londres: Routledge.

Author Biography

Jordi Collet-Sabé, Universitat de Vic – Universitat Central de Catalunya

Professor titular de sociologia de l'educació

Departament de Pedagogia

Facultat d'Educació