Cooperation Between Migrant Parents and Teachers in School: A Resource?

  • Martha Lea
Keywords: Cooperation school/migrant parents, Dialogue teacher/parents, Multicultural schools, School policy for migrant students

Abstract

Even smaller Western countries receive immigrants from remote areas with poorer living conditions. As stated in the U.N. Child Convention, immigrant children should be given equal opportunities in education. Parents are always interested in their children’s future, and education may gain from stronger cooperation between school and parents. Some research shows that even illiterate parents may support their children’s training in a second language (Cummins, 1986/2001, p. 665). Dialogues between teachers and parents promote mutual
understanding and increase parents’ knowledge of school and society. This might make the parents trust society more, enhance their acculturation and reduce future intergenerational conflicts (Portes & Rumbaut, 2001). A professional teacher needs cultural knowledge and understanding in order to give her/his students an education adapted to their needs. Migrant students especially should feel that there is coherence in their education, because cultural
conflicts sap their energy and may also cause identity problems and lead to lack of motivation. For teachers it is important that education policy provides for equal opportunities. Norway has an inclusive policy concerning immigrant children. The students have language support to a certain degree both in their mother tongue and in Norwegian when needed. Parents and schools are obliged to cooperate in education, and some support is therefore given to
translation. Cooperation is required by conferences and meetings. There are gains for all parties in cooperation between school and migrant parents, but it is difficult to develop mutual cultural understanding for all students and equal opportunities for migrant students. This requires a clear school policy, the means to implement it, and teacher competence. It takes a process to learn how to cooperate and give adequate support. The Norwegian policy shows a will to cooperation, but the implementation of the policy can still be improved. 

Downloads

Download data is not yet available.

References

Education Act (2005). Oslo: Ministry of Education and Research.

Ministry of Labour and Social inclusion (2007). Action Plan for Integration and Social Inclusion of the Immigrant Population and Goals for Social Inclusion. Oslo: Government Adm. Services.

Ministry of Education and Research (2007). Equal Education in Practice: Strategy for better learning and greater participation by language minorities in education (2004-2009). Oslo. Retreived form www.publikasjoner.dep.no.

Ministry of Education and Research (2008). Kunnskapsløftet (Knowledge Promotion). Oslo.

[Ministry] (2010). Mangfold og mestring. Flerspråklige barn, unge og voksne i opplæringssystemet [Manifold and mastery. Multilingual children, young and adults in the education system] (NOU: 2010-7). Oslo: The service-centre of the Ministry. Retrieved from http://www.regjeringen.no/pages/10797590/PDFS/NOU201020100007000DDDPDFS.pdf.

Barry, B. (2001). Culture and equality: An egalitarian critique of multiculturalism. Cambridge: Polity.

Brochmann, G., & Kjelstadli, K. (2008). A history of Immigration: The Case of Norway, 900-2000. Oslo: Universitetsforlaget.

Costa, X. B. (1997). Intercultural education and teacher training. In Woodrow ( Ed.), Intercultural
education; theories, policies and practice (pp.183-201). Aldershot: Ashgate.

Cummins, J. (2001). Empowering minority students: A framework for intervention. Harvard Educational Review, 71(4), 649–675.

Fandrem, H. (2009). Psychological and sociocultural adaption among adolescents in Norway with immigrant backgrounds: a study of depressive symptoms and bullying. no 68. Stavanger: University of Stavanger, Faculty of Arts and Education.

Ferreira, M. M., & Cardoso, A. J. (2004). Second Generation Cape Verdean Immigrants in Portugal: Problems of School Integration. AEMI, pp.79–85.

Høigård, A. (2006). Barns språkutvikling: muntlig og skriftlig [Children’s language development, oral and written]. Oslo: Universitetsforlaget.

Hauge, A.-M. (2007). Den felleskulturelle skolen [The commoncultural school], 2nd ed. Oslo:
Universitetsforlaget.

Lea, M. (2007). Interaction between immigrant parents and teachers for the school children. Final research paper. Stavanger: Faculty of arts and education, University in Stavanger.

Lea, M. (2008). The Cape Verdean slum areas in Portugal. Integration or segregation. How does the school prepare the young Cape Verdean Immigrant generation to integration in the Portuguese society? Final research paper. Stavanger: Faculty of arts and education, University in Stavanger.

Lea, M. (2009). Migrant pupils and equal opportunities?: How does Norwegian teacher education qualify to teaching in multicultural schools? [Master’s thesis]. Stavanger: University of Stavanger. Retrieved from http://brage.bibsys.no/uis/bitstream/URN:NBN:no; bibsys_brage_10201/1/Lea%2c%20Martha.pdf.

Nieto, S. (2000). Bringing Bilingual Education out of the Basement. In Z. F. Beykont, Lifting every voice: pedagogy and politics of bilingualism (pp.187–199). Cambridge, Mass.: Harvard Education Publishing Group.

Nieto, S. (2010). Language, culture and teaching (2nd ed.). New York: Routledge.

Parekh, B. (2008). A New Politics of Identity (1 ed.) (pp.187–199). Hampshire: Palgrave McMillan.

Pisa 2009 results. (2010). Overcoming social background – Vol. II. OECD.

Portes, A., & Rumbaut, R. G. (2001). Legacies: the story of the immigrant second generation. Berkeley: Russell Sage Foundation.

Robins, K. (2003/1996). Interrupting identities: Turkey/Europe in Hall and Gay ed. In Questions of cultural Identity, (ch.5, pp. 61–87). London: Sage Publications.

Simon, B. (2004). Identity in modern society a social psychological perspective. Blackwell Publishing.

Sjögren, A. (2000). Föräldrar på främmande mark [Parents in strange fields]. In KRUT, nr.1 /2, (pp. 11–17).

United Nations, Convention on Rights of the Child (1989).

Vedøy, G. (2008). „En elev er en elev“,“barn er barn“ og „folk er folk“. Ledelse i flerkulturelle skoler [Pupils are pupils, children are children, people are people. Leadership in multicultural Schools], PhD. University in Oslo.

Westergård, E. (2010). Parental disillusionment with school. Prevalence, correlates, development and prevention, Ph D. University in Stavanger.

Internet source
http://www.abcnyheter.no/nyheter/090822/39-prosent-av-oslos-elever-er-minoriteter.
http://www.fug.no.
Published
2018-01-16