Enacting Parental Engagement: Policy Work in a Primary School Setting.

Area of Science:

• Education Policy
• Sociology of Education

Background:

• Parental engagement is a key focus in global education policy.
• Aotearoa New Zealand policies offer broad guidelines, assuming a common understanding of parental engagement activities.
• This generality provides limited practical guidance for schools.

Purpose of the Study:

• To examine the practical enactment of parental engagement in a New Zealand primary school.
• To better understand the diverse activities involved in parental engagement.
• To inform the development of more effective education policies.

Main Methods:

• Qualitative case study of one primary school in New Zealand.
• Analysis drawing on Ball et al.'s policy enactment framework.
• Identification of key actors and their roles in parental engagement.

Main Results:

• Teachers demonstrated varied interpretations of parental engagement, resulting in differentiated school practices.
• In-school 'narrators' were identified as crucial in articulating the rationale for engagement.
• Parents were recognized as significant actors within the policy landscape.

Conclusions:

• There is a need for more specific and clear policy guidance on parental engagement.
• Understanding the differentiated enactment of policies is crucial for effective implementation.
• Policy development should consider the diverse roles of teachers and parents.