“If we don’t adapt, we lose some parents”. Collaborations with migrant families in the context of student wellbeing
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“If we don’t adapt, we lose some parents”. Collaborations with migrant families in the context of student wellbeing. / Szelei, Nikolett; Langer Primdahl, Nina; Skovdal, Morten; Aalto, Sanni; Osman, Fatumo; Hilden, Per Kristian; Kankaanpää, Reeta; Andersen, Arnfinn J.; Sarkadi, Anna; Watters, Charles; Derluyn, Ilse.
I: Pastoral Care in Education, 2024.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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T1 - “If we don’t adapt, we lose some parents”. Collaborations with migrant families in the context of student wellbeing
AU - Szelei, Nikolett
AU - Langer Primdahl, Nina
AU - Skovdal, Morten
AU - Aalto, Sanni
AU - Osman, Fatumo
AU - Hilden, Per Kristian
AU - Kankaanpää, Reeta
AU - Andersen, Arnfinn J.
AU - Sarkadi, Anna
AU - Watters, Charles
AU - Derluyn, Ilse
N1 - doi: 10.1080/02643944.2024.2382272
PY - 2024
Y1 - 2024
N2 - Based on focus group discussions with secondary school teachers in Denmark, Finland, and Sweden, we investigated teachers’ views on home-school collaborations with migrant families in the context of student wellbeing. We asked 1) what roles and strategies constituted home-school collaborations in teachers’ views, 2) what norms of belonging characterized teachers’ perceptions on collaborations; and, 3) to what extent teachers’ perceptions of home-school collaborations reflected equity. The findings revealed two major themes: seeing parents in paradoxical roles and attempting to collaborate in a context of constraints. These themes were often underpinned by teachers’ perceived ‘ideals’ on the educational, cultural-linguistic, familial and psychosocial characteristics of a ‘family’ and a ‘parent’. These assemblages seemed to set belonging for migrant families on condition of meeting teacher-perceived ideals, and pointed to the necessity to enable plural belonging to a collaborative school community that fosters wellbeing.
AB - Based on focus group discussions with secondary school teachers in Denmark, Finland, and Sweden, we investigated teachers’ views on home-school collaborations with migrant families in the context of student wellbeing. We asked 1) what roles and strategies constituted home-school collaborations in teachers’ views, 2) what norms of belonging characterized teachers’ perceptions on collaborations; and, 3) to what extent teachers’ perceptions of home-school collaborations reflected equity. The findings revealed two major themes: seeing parents in paradoxical roles and attempting to collaborate in a context of constraints. These themes were often underpinned by teachers’ perceived ‘ideals’ on the educational, cultural-linguistic, familial and psychosocial characteristics of a ‘family’ and a ‘parent’. These assemblages seemed to set belonging for migrant families on condition of meeting teacher-perceived ideals, and pointed to the necessity to enable plural belonging to a collaborative school community that fosters wellbeing.
U2 - 10.1080/02643944.2024.2382272
DO - 10.1080/02643944.2024.2382272
M3 - Journal article
JO - Pastoral Care in Education
JF - Pastoral Care in Education
ER -
ID: 399161974