Limited But Committed Parents: Primary School Teachers Negotiating Good Parenthood in a Disadvantaged Area

Abstract

This chapter scrutinises primary school teachers’ discourse on good and poor parenthood in a disadvantaged area with a high percentage of migrant families. The analysis shows that teachers’ notions of good parenthood are intertwined with their notions of parental involvement. In contrast with much of the existing literature, the analysis illustrates how the teachers repeatedly justify and excuse inadequate parental involvement. Moreover, they repeatedly reflect on how they, as teachers, can adapt their activities to suit the needs and wishes of parents. The study proposes that activities and informative measures, which facilitate parents’ influence, contribute to parental involvement. Since parents are a heterogeneous group, school leadership and teachers have to take a flexible stance regarding involvement and good parenting. The results indicate that it is important to further investigate reciprocity in home–school relations and parental involvement.