Working together in a deficit logic: Home-School Partnerships with Somali Diaspora Parents

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6 Citations (Scopus)

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 - 2016

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