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Parent Involvement Through a Practice Theory Lens

Janet Goodall Orcid Logo

Education Sciences, Volume: 15, Issue: 7, Start page: 793

Swansea University Author: Janet Goodall Orcid Logo

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DOI (Published version): 10.3390/educsci15070793

Abstract

This paper suggests the use of practice theory as a lens for considering the interactions between parents (or those acting as the main support for children) and school staff. Practice theory, arising from separate strains of philosophy, was first used to look at parental engagement by Spear et al. i...

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Published in: Education Sciences
ISSN: 2227-7102
Published: MDPI AG 2025
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URI: https://cronfa.swan.ac.uk/Record/cronfa69757
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spelling 2025-07-02T09:45:07.7137214 v2 69757 2025-06-18 Parent Involvement Through a Practice Theory Lens ff88a186bd447a1af286d2468fc61688 0000-0002-0172-2035 Janet Goodall Janet Goodall true false 2025-06-18 SOSS This paper suggests the use of practice theory as a lens for considering the interactions between parents (or those acting as the main support for children) and school staff. Practice theory, arising from separate strains of philosophy, was first used to look at parental engagement by Spear et al. in relation to children in designated special schools. In this paper, we expand on their previous work, widening the application of practice theory to interactions between all parents and school staff. This paper examines the concepts of parental involvement and engagement, and of practice theory itself. It highlights the importance of school culture related to the interactions between school staff and parents, and then concentrates on the two main themes arising from practice theory: actions create society, and those actions then create the architectures in which actions take place. This highlights the possibilities of change. The final section of this paper sets out the parameters schools can use to scaffold these processes of change, suggesting that the two groups (parents and staff) be considered instead as members of one group, ‘adults supporting learning’. Journal Article Education Sciences 15 7 793 MDPI AG 2227-7102 parent involvement; practice theory; school culture 20 6 2025 2025-06-20 10.3390/educsci15070793 This article belongs to the Special Issue A Familycentric Approach to Schooling: What It Is, What It Takes, What It Looks Like COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University Not Required 2025-07-02T09:45:07.7137214 2025-06-18T08:59:09.1274465 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Janet Goodall 0000-0002-0172-2035 1 69757__34640__67949ec294c7470bab18eb0fee4980f1.pdf 69757.VOR.pdf 2025-07-02T09:42:37.7331292 Output 295809 application/pdf Version of Record true © 2025 by the author. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license. true eng https://creativecommons.org/licenses/by/4.0/
title Parent Involvement Through a Practice Theory Lens
spellingShingle Parent Involvement Through a Practice Theory Lens
Janet Goodall
title_short Parent Involvement Through a Practice Theory Lens
title_full Parent Involvement Through a Practice Theory Lens
title_fullStr Parent Involvement Through a Practice Theory Lens
title_full_unstemmed Parent Involvement Through a Practice Theory Lens
title_sort Parent Involvement Through a Practice Theory Lens
author_id_str_mv ff88a186bd447a1af286d2468fc61688
author_id_fullname_str_mv ff88a186bd447a1af286d2468fc61688_***_Janet Goodall
author Janet Goodall
author2 Janet Goodall
format Journal article
container_title Education Sciences
container_volume 15
container_issue 7
container_start_page 793
publishDate 2025
institution Swansea University
issn 2227-7102
doi_str_mv 10.3390/educsci15070793
publisher MDPI AG
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
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description This paper suggests the use of practice theory as a lens for considering the interactions between parents (or those acting as the main support for children) and school staff. Practice theory, arising from separate strains of philosophy, was first used to look at parental engagement by Spear et al. in relation to children in designated special schools. In this paper, we expand on their previous work, widening the application of practice theory to interactions between all parents and school staff. This paper examines the concepts of parental involvement and engagement, and of practice theory itself. It highlights the importance of school culture related to the interactions between school staff and parents, and then concentrates on the two main themes arising from practice theory: actions create society, and those actions then create the architectures in which actions take place. This highlights the possibilities of change. The final section of this paper sets out the parameters schools can use to scaffold these processes of change, suggesting that the two groups (parents and staff) be considered instead as members of one group, ‘adults supporting learning’.
published_date 2025-06-20T05:24:46Z
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score 11.090009

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