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Parental involvement in the development of a culture-based school curriculum
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
2009 (English)In: Intercultural Education, ISSN 1467-5986, E-ISSN 1469-8439, Vol. 20, no 4, p. 311-319Article in journal (Refereed) Published
Abstract [en]

This study focuses on parental involvement in Smi schools when developing a culturally sensitive school curriculum. The research recognizes a number of competing and complementary interests that play a role when constructing structures and policies in curriculum development. Two Smi schools in Sweden with 115 pupils, their parents and 27 teachers were included in a longitudinal three-year study. Interviews, school visits, videotapes and document analysis were used to gather information. The results indicate the invisible existence of culture-based school practice and curriculum texts. The lack of contact among homes, schools and community culture was obvious. Parents and teachers expressed an interest in developing a culture-based local curriculum through a process of reflecting on and creating an education incorporating the past, the present and the future. The study showed that parents, pupils and teachers experienced increased awareness in culture-based schoolwork. The study pointed to a desire for cooperation between home and school in the development of a culture-based school curriculum and a school practice supported by a culturally responsible teacher.

Place, publisher, year, edition, pages
2009. Vol. 20, no 4, p. 311-319
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:ltu:diva-6956DOI: 10.1080/14675980903351946Local ID: 54843d80-a88d-11dc-9057-000ea68e967bOAI: oai:DiVA.org:ltu-6956DiVA, id: diva2:979842
Note
Validerad; 2009; 20071212 (biem)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved

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Johansson, Gunilla

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  • apa
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  • de-DE
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  • nn-NB
  • sv-SE
  • Other locale
More languages
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