Working together in a deficit logic: home–school partnerships with Somali diaspora parents

Noomi Christine Linde Matthiesen

Research output: Contribution to journalJournal articleResearchpeer-review

Abstract

Drawing on discursive psychology this article examines the understandings teachers and principals in Danish Public Schools have regarding Somali diaspora parenting practices. Furthermore, the article investigates what these understandings mean in interaction with children in the classrooms and with parents in home–school communication. It is argued that in a society with increased focus on parental responsibility the teachers and principals draw on a deficit logic when dealing with Somali diaspora parents and children which consequently leads to teachers either transmitting their expertise by educating parents or compensating for perceived deficiencies in parental practices. Both these strategies result in significant marginalizing consequences where ‘difference’ is understood as ‘wrong’ or ‘inadequate’.
Original languageEnglish
JournalRace, Ethnicity and Education
Volume20
Issue number4
Pages (from-to)495-507
Number of pages13
ISSN1361-3324
DOIs
Publication statusPublished - 2017

Keywords

  • schools, courses and institutions

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