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Title: Involving Horn of Africa parents in their children's education : a case study in marginalization?
Author: Kuyok, Kuyok Abol
ISNI:       0000 0004 2736 340X
Awarding Body: Institute of Education, University of London
Current Institution: University College London (University of London)
Date of Award: 2011
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This thesis concerns a study that investigated the ways in which home-school structures shape the involvement of parents from the Horn of Africa (i.e. Eritrea, Ethiopia, Somalia and Sudan) in their children's education. The fieldwork for the study was conducted in 2006-2007 academic year in three primary schools in two London local authorities (LAs). The study draws on an ethnographic research design, in which I carried out participant observations, examined documents and conducted semi-structured interviews with participants/contributors in the case study schools. The analysis of study suggests that Horn of Africa parents could be categorised into four main types: nomads, reactivists, devotees and advocates. Although the typology indicates subtle differences in the parents' experiences of home-school relationships, analysis of the data using Critical Race Theory (CRT) perspective, suggests that home-school discourse is shaped by a colour-blind and equal opportunities approach. In practice, this masks considerable inequalities and discrimination. The thesis highlights shortcomings of the prevailing home-school structures in the case study schools, which may undermine the role of many parents of Horn of Africa heritage in their children's education. It is argued that tackling the inequalities of the experiences of the home-school relationship is essential to creating an inclusive approach to involve Horn of Africa parents in their children's schooling. Based on this analysis, an equitable home-school approach, drawing on the CRT perspective, is proposed in an attempt to foster the home-school experiences of Horn of Africa parents in schools. Schools taking the initiative for involving Horn of Africa parents in their children's education have major imp Ii cations for raising the attainment of the children and most importantly meeting the Government's legislative obligations such as the last Labour's Government's policy, Every Parent Matters. The thesis seeks to broaden the understanding of the educational experiences of minority ethnic parents.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available