Relation Between School and Family in the Community

Dialogues Amidst Systemic Tensions

Edited by:
Dany Boulanger, Université du Québec en Abitibi-Témiscamingue

A volume in the series: Perspectives on Human Development. Editor(s): Isabelle Albert, University of Luxembourg. Jaan Valsiner, Niels Bohr Professor of Cultural Psychology, Aalborg University. Koji Komatsu, Osaka Kyoiku University.

In Press 2024

This book is about the relation between the school, the family and the community as agents of education considered as a large field that go beyond schooling. The triadic dialogue taking places amidst boundaries is analyzed, mainly from the perspective of cultural psychology, in a complex way in reference to different epistemological, ideological methodological and very practical issues. This first volume situates this triadic dialogue amidst a field of tensions that take different forms. The tensions between systemic continuity and discontinuity across different ecological levels are central in this book. How is diversity and difference dealt with is at the core of such tensions.

As Jaan Valsiner stated in his introduction, a number of crucial issues are addressed. First, it brings to the field of home-school-community relationships a systematic theoretical scheme. Secondly it gives us a comparative-cultural (India, Canada) glimpse into the histories of education as it has been used as tool to conquer the minds of new—by force annexed—members of the society. Thirdly, it brings into the school-home-community relationships discourse the basic principles of dialogical. These relationships are not merely general themes of discourse but can take very concrete forms. Fourthly the general model of Urie Bronfenbrenner that since 1970s has been used as a basis for looking at school in society is given careful analytic attention. Finally we get a glimpse of innovative pedagogical practices that are oriented towards the parents—who may be brought to the school territory to join their children in joint construction efforts.

CONTENTS
The Father Who Is the School, Jaan Valsiner. Continuity and Discontinuity Between the School and the Family in the Community: Bridging Conceptual and Epistemological Inquiries, Dany Boulanger. Provoking Social Changes in a Family-School Space of Activity: A Rereading During Pandemic Period, Elisa Cattaruzza, Antonio Iannaccone, and Francesco Arcidiacono. Reflection on the Parental Representations About Their Children First Literacy Acquisition: A Case Study, Francesco Arcidiacono, Clotilde Pontecorvo, and Ilaria Zazzera. Social Representations of Parental Engagement in Poverty-Related Contexts: Empty Parents and Full Teachers, Dany Boulanger. Do we Need a Less School-Centered Perspective of the Family Engagement in Education, Francesco Arcidiacono. The Becoming and Changing of Parenthood: Immigrant and Refugee Parents’ Narratives of Learning Different Parenting Practices, Noomi Matthiesen. Parent–Child Relations in the Context of Migration and School, Isabelle Albert. The Exotopy as a Value in Dialogical Transactions Between Schools and Communities, Ramon Cerqueira Gomes. Expanding the Context of Pedagogical Activity to the Surrounding Communities, Antti Rajala. School–Community Relations Among Indian Communities, Nandita Chaudary. Imperialism and Education: India and Canada, Daniel Moreau. Bronfenbrenner’s Model as a Basis for Compensatory Intervention in School–Family Relationship: Exploring Metatheoretical Foundations, Dany Boulanger. Dialogicality as a Basis for Development, Maria Elisa Molina. Making the Additive Nonadditive Amidst School and Family in the Community: Avenues for Dialogicality in Irreversible Time, Dany Boulanger. About the Editor. About the Contributors.