Please use this identifier to cite or link to this item:
|Title:||Indian Heritage Parents’ Strategies of Parental Involvement in Support of their Children’s School and Non-School Learning in a Multicultural Context|
|Presented at:||University of Leicester|
|Abstract:||This study aimed is to develop understandings regarding how parents of Indian Heritage participate in the school life of their children in a school of Leicester, UK. In order to pursue this aim, I adapted an interview-based research strategy and a case study approach. Interview based data were collected from 17 school personnel and 17 Indian Heritage Parents (IHPs) between 2013 and 2014. The data so obtained were analysed inductively that led to the following findings. • IHPs form a diversified ethnic minority group and they do not have a unified perception of PI in support of their children’s school and non-school learning. • Second generation IHPs and some first generation settled IHPs with fluent English and good educational background, remain involved equally in school-based and home-based activities. • Other IHPs with average English and moderate education are school followers. They follow the school instructions at home but they have limited SBI. • Many IHPs with low level of Education and very little English perceive themselves involved by visiting the school informally and interacting with bilingual staff, and other parents. • Some IHPs are involved but remain more critical as Active Partners. • The school has locally developed strategies with no special provisions for EMPs' involvement but it has wide range of strategies enable to involve all parents including parents from India. • All the parents expressed their satisfaction with the school that reflects the successful implementation of existing policies. However, in some cases the school expectations towards different parent control their involvement and do not give them freedom to make their own choices. This raises the issues of social justice in the school. The study concludes that locally and contextually developed strategies of schools are more fruitful than a unified national policy. IHPs' perception of PI; prior school experiences; level of spoken English; awareness of English schooling are elements influencing actual parents' involvement. This is a case study carried out in a socially deprived area of Leicester and therefore, I do not claim to generalize the findings on a wider population in other areas.|
|Rights:||Copyright © the author. All rights reserved.|
|Appears in Collections:||Leicester Theses|
Theses, School of Education
Items in LRA are protected by copyright, with all rights reserved, unless otherwise indicated.