Understanding parents’ perceptions of education : parental involvement and home-school interaction in two South African communities

摘要

The purpose of this thesis was to gain a deeper understanding of parents’ perceptions ofeducation in South Africa, and the connection that can be made between these perceptions andtheir involvement and interaction with the school.Seeking to contribute to the current literature on parental involvement and home-schoolinteraction, this thesis questions the agenda, values and underlying beliefs that parentsassociate with the concept of education, as well as those prioritised by the national educationsystem. Conceptualised in terms of the Home and School sphere, the explicit and implicitagendas and values of the home and school are discussed in relation to the parents’ andschool’s role and responsibility towards their children’s education. Fieldwork for this studywas carried out in two socio-economically defined communities in the Western CapeProvince of South Africa, where qualitative research interviews were conducted with parents,school representatives and community workers.The economic agenda of schooling, in terms of preparing children for future employment andeconomic success, was found to be central in both communities. While education foremployment was seen to be a common theme, the aim of equipping the community’s childrenthrough the school was also seen to be a social and culturally loaded experience. A relativecontinuity and cultural integration between the School and Home sphere in the middle incomecommunity, is argued to have put children in an advantaged position, here the ‘cultural code’or cultural capital necessary to navigate the education system is reinforced and initiated in thehome environment. In the low income community however, a difference in home language(i.e. other than English) as well as epistemological and cultural background contributed to arelative dislocation between parents and the school, and consequently also affected theirperception and attitude towards involvement in the school sphere. Experiences shared byresearch participants in both communities suggest that formal education is perceived asholding significant symbolic value and power in society, influencing the individual parent’sperceived ability, authority and sense of entitlement when interacting with the school.