Parental involvement in the development of a culture-based school curriculum

• Published in: Intercultural education (London, England) Vol. 20; no. 4; pp. 311 - 319
• Main Author: Johansson, Gunilla
• Format: Journal Article
• Language: English
• Published: Routledge 01.08.2009
• Subjects: Cooperation; Culturally Relevant Education; culturally responsible teachers; culture-based local curriculum; Curriculum; Curriculum Development; Education; Foreign Countries; Indigenous Populations; Interviews; Longitudinal Studies; Minority Groups; Parent Attitudes; Parent Participation; Parent School Relationship; parental involvement; Parental participation; Parents; Pedagogik; Pupils; Student Attitudes; Sweden; Teacher Attitudes; Teachers; Sweden
• ISSN: 1467-5986; 1469-8439; 1469-8439
• DOI: 10.1080/14675980903351946

This study focuses on parental involvement in Sámi schools when developing a culturally sensitive school curriculum. The research recognizes a number of competing and complementary interests that play a role when constructing structures and policies in curriculum development. Two Sámi schools in Sweden with 115 pupils, their parents and 27 teachers were included in a longitudinal three-year study. Interviews, school visits, videotapes and document analysis were used to gather information. The results indicate the invisible existence of culture-based school practice and curriculum texts. The lack of contact among homes, schools and community culture was obvious. Parents and teachers expressed an interest in developing a culture-based local curriculum through a process of reflecting on and creating an education incorporating the past, the present and the future. The study showed that parents, pupils and teachers experienced increased awareness in culture-based schoolwork. The study pointed to a desire for cooperation between home and school in the development of a culture-based school curriculum and a school practice supported by a culturally responsible teacher.