Black Parents and School Relationships: a case study

Abstract

This paper presents a case study of the experiences of a group of black parents in relation to their children's schools. The parents in the case study are said to have ‘educational knowledge and awareness’, which is defined as an understanding of the educational process, of the education system and parental rights and of pedagogical issues. Such educational knowledge, a form of cultural capital, has been described by others as a requisite for parents to ensure effective relationships with their child's school. It is argued, however, that in spite of having the advantage of educational knowledge, there is dissonance between these parents and the schools. The parents’ educational knowledge and awareness, educational concerns and relationships with their children's schools is outlined. The evidence presented is analysed with a view to exploring the constraints upon a more fruitful ‘partnership’. The events are recounted from the parents’ perspectives. The parents in the case study are not presented here as a ‘representative’ sample but rather as a critical case.