Skip to main content
SpringerLink
Log in

Rural, Secondary School Parents’ Discourses About Feeling in Community in Their Children’s Schools: Insights to Shape Teachers’ and Principals’ Questions

  • Chapter
  • First Online:
Rural Teacher Education

  • 1263 Accesses

Abstract

Despite a large corpus of research on parents’ roles in schooling, less attention has been paid to parents in rural contexts, particularly, in Canadian secondary schools. Written in the style of a letter to teachers and principals, this chapter describes the results of a qualitative study that included 21 parents from three rural, northern Alberta schools and 13 parents from urban schools throughout that province. The aim of the study was to privilege the concept of community over the reigning partnership discourse by examining what makes rural secondary school parents feel in community with their children’s schools. McMillan and Chavis’ four-part sense of community theory—membership, influence, fulfilling one’s needs, and emotional connection—framed the analysis. As might be expected, rural parents claimed a stronger sense of community than did urban parents. However, two discourses were constructed from the data suggesting a more complicated experience for rural parents than typically assumed: (1) family, familiarity, and fitness and (2) discourse of doing. Rural parents’ sense of community was contingent upon their history and current engagement not only in the school but in the external community, which impacted how well and where they were situated vis-à-vis unspoken boundaries.

This research was supported by the Social Sciences and Humanities Research Council of Canada.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Adams, K., & Christenson, S. L. (2000). Trust and the family-school relationship: Examination of parent-teacher differences in elementary and secondary grades. Journal of School Psychology, 38(5), 477–497.

    Article  Google Scholar 

  • Agbo, S. A. (2007). Addressing school-community relations in a cross-cultural context: A collaborative action to bridge the gap between First Nations and the school. Journal of Research in Rural Education, 22, 1–4.

    Google Scholar 

  • Al-Alwan, A. F. (2014). Modeling the relations among parental involvement, school engagement and academic performance of high school students. International Education Studies, 7(4), 47–56.

    Article  Google Scholar 

  • Alameda-Lawson, T., & Lawson, M. A. (2016). Ecologies of collective parent engagement in urban education. Urban Education, 1–36.

    Google Scholar 

  • Alberta Education. (2018). Accountability pillar. About the pillar. Overview. Retrieved from https://www.alberta.ca/accountability-education-system.aspx.

  • Anderson, B. (1983). Imaginary communities: Reflections on the origin and spread of nationalism. London, UK: Verso.

    Google Scholar 

  • Angelle, P. S. (2017). Beliefs and behaviors of two high school principals in developing a sense of school community for students. NAASP Bulletin, 101(1), 5–22.

    Article  Google Scholar 

  • Arum, R. (2000). Schools and communities: Ecological and institutional dimensions. Annual Review of Sociology 26, 395–418. Retrieved from http://login.ezproxy.library.ualberta.ca/login?url=https://search-proquest-com.login.ezproxy.library.ualberta.ca/docview/199612520?accountid=14474.

    Article  Google Scholar 

  • Asnat, P. (2018). Parent-teacher communication: The case of diverse family patterns. Education and Society, 36(1), 5–20.

    Article  Google Scholar 

  • Bæck, U.-D. K. (2016). Rural location and academic success—Remarks on research, contextualisation and methodology. Scandinavian Journal of Educational Research, 60(4), 435–448.

    Article  Google Scholar 

  • Bauman, Z. (2001). Community: Seeking safety in an insecure world. Cambridge, UK: Polity.

    Google Scholar 

  • Beck, U., & Beck-Gersheim, E. (2002). Individualization. London, UK: SAGE.

    Google Scholar 

  • Blackmore, J., & Hutchison, K. (2010). Ambivalent relations: The ‘tricky footwork’ of parental involvement in school communities. International Journal of Inclusive Education, 14(5), 499–515.

    Article  Google Scholar 

  • Blackshaw, T. (2010). Key concepts in community studies. Thousand Oaks, CA: SAGE.

    Book  Google Scholar 

  • Block, P. (2008). Community: The structure of belonging. San Francisco, CA: Berrett-Koehler Publishers.

    Google Scholar 

  • Blount, J. M. (2006). From isolation to imagined communities of LGBT school workers: Activism in the 1970s. In D. Cobb-Roberts, S. Dorn, & B. Shircliffe (Eds.), Schools as imagined communities: The creation of identity, meaning and conflict in U.S. history (pp. 109–124). New York, NY: Palgrave Macmillan.

    Google Scholar 

  • Brandon, J., & Hanna, P. (2013). Inspired partnerships: School council contributions to student success in Alberta. Edmonton, AB: Alberta School Councils’ Association.

    Google Scholar 

  • Brueck, S., Mazza, L., & Tousignant, A. (2012). The relationship between parental involvement during high school and collegiate academic mastery. Psi Chi Journal of Psychological Research, 17(3), 99–105.

    Article  Google Scholar 

  • Bruhn, J. G. (2011). The sociology of community connections (2nd ed.). Dordrecht, The Netherlands: Springer.

    Book  Google Scholar 

  • Campbell, A. M., & Yates, G. C. R. (2011). Want to be a country teacher? no, I am too metrocentric. Journal of Research in Rural Education (Online), 26(4), 1–12. Retrieved from http://login.ezproxy.library.ualberta.ca/login?url=https://search-proquest-com.login.ezproxy.library.ualberta.ca/docview/856830934?accountid=14474.

  • Chalker, D. M. (2002). Introduction: Educational leadership for rural schools. In D. M. Chalker (Ed.), Leadership for rural schools: Lessons for all educators (pp. 3–23). Kent, UK: Scarecrow Press.

    Google Scholar 

  • Chang, M., Choi, N., & Kim, S. (2015). School involvement of parents of linguistic and racial minorities and their children’s mathematics performance. Educational Research and Evaluation, 21(3), 209–231.

    Article  Google Scholar 

  • Christenson, S., & Reschly, A. L. (2010). Handbook of school-family partnerships. New York: Routledge.

    Google Scholar 

  • Cicchinelli, L. F., & Beesley, A. D. (2017). Introduction: Current state of the science in rural education research. In G. C. Nugent, G. M. Kunz, S. M. Sheridan, T. A. Glover, & L. L. Knoche (Eds.), Rural education research in the United States: State of the science and emerging directions (pp. 1–14). Cham, CH: Springer.

    Google Scholar 

  • Coladarci, T. (2007). Improving the yield of rural education research: An editor’s swan song. Journal of Research in Rural Education, 22(3), 1–9.

    Google Scholar 

  • Cook, K. (2014). The family: What is it, how do we study it and why? Journal of Family Studies, 20(1), 2–4.

    Article  Google Scholar 

  • Corbett, M. (2009). Assimilation, resistance, rapprochement, and loss: Response to Woodrum, Faircloth, Greenwood, and Kelly. Journal of Research in Rural Education, 24(12), 1–7.

    Google Scholar 

  • Corbett, M. (2014). The ambivalence of community: A critical analysis of rural education’s oldest trope. Peabody Journal of Education, 89(5), 603–618.

    Article  Google Scholar 

  • Corbett, M., & Helmer, L. (2017). Contested geographies: Competing constructions of community and efficiency in small school debates. Geographical Research, 1–11.

    Google Scholar 

  • Corter, C., Harris, P., & Pelletier, J. (1998). Parent participation in elementary schools: The role of school councils in development and diversity. Toronto, ON: Ontario Ministry of Education and Training on Research.

    Google Scholar 

  • Crozier, G. (2000). Parents and schools: Partners or protagonists?. Trent, UK: Trentham Books.

    Google Scholar 

  • Danyluk, P., Scott, D., & Burns, A. (2020). Becoming a teacher in a rural and remote community: The experiences of educational assistants. In M. Corbett & D. Gereluk (Eds.), Rural education in Canada: Connecting land and pedagogy. Toronto: Springer.

    Google Scholar 

  • de Carvalho, M. E. P. (2000). Rethinking family-school relations: A critique of parent involvement in school. Mahwah, NJ: Lawrence-Erlbaum Associates.

    Book  Google Scholar 

  • Delanty, G. (2010). Community (2nd ed.). London, UK: Routledge.

    Google Scholar 

  • Dewey, J. (1899/1990). The school and society. Chicago, IL: University of Chicago Press.

    Google Scholar 

  • Din, N. M., Ayub, A. F. M., & Tarmizi, R. A. (2016). Influence of parental involvement and peer support on mathematics engagement among Malaysian secondary school students. Malaysian Journal of Mathematical Sciences, 10, 175–185.

    Google Scholar 

  • Dove, M. K., Neuharth-Pritchett, S., Wright, D. W., & Wallinga, C. (2015). Parental involvement routines and former Head Start children’s literacy outcomes. Journal of Research in Childhood Education, 29(2), 173–186.

    Google Scholar 

  • Dwyer, S. C., & Buckle, J. L. (2009). The space between: On being an insider-outsider in qualitative research. International Journal of Qualitative Methods, 8(1), 54–63.

    Article  Google Scholar 

  • Epstein, J. L. (1994). Theory to practice: School and family partnerships lead to school improvement and student success. In C. L. Fagnano & B. Werber (Eds.), School, family and community interaction: A view from the firing lines. Boulder, CO: Westview Press.

    Google Scholar 

  • Epstein, J. L. (2018). School, family, and community partnerships in teachers’ professional work. Journal of Education for Teaching, 44(3), 397–406.

    Article  Google Scholar 

  • Epstein, J. L., & Associates. (2019). School, family, and community partnerships: Your handbook for action (4th ed.). Thousand Oaks, CA: Corwin.

    Google Scholar 

  • Epstein, J. L., & Sanders, M. (1998). What we learn from international studies of school-family-community partnerships. Childhood Education, 74(6), 392–394.

    Article  Google Scholar 

  • Evans, J., & Jones, P. (2011). The walking interview: Methodology, mobility and place. Applied Geography, 31, 849–858.

    Article  Google Scholar 

  • Every Student Succeeds Act. (2015). §1177–2.

    Google Scholar 

  • Fenwick, T., Edwards, R., & Sawchuk, P. (2011). Emerging approaches to educational research: Tracing the sociomaterial. London, UK: Routledge.

    Google Scholar 

  • Fernández, E., & López, G. R. (2017). When parents behave badly: A critical policy analysis of parent involvement in schools. In M. D. Young & S. Diem (Eds.), Critical approaches to education policy analysis (pp. 111–129). Switzerland: Springer.

    Chapter  Google Scholar 

  • Foucault, M. (1988). Technologies of the self. In L. H. Martin, H. Gutman, & P. H. Hutton (Eds.), Technologies of the self: A seminar with Michel Foucault. London, UK: Tavistock.

    Google Scholar 

  • Furman, G. C. (Ed.). (2002). School as community: From promise to practice. Albany, NY: State University of New York Press.

    Google Scholar 

  • Furman, G. C. (2004). The ethic of community. Journal of Educational Administration, 42(2), 215–235.

    Article  Google Scholar 

  • Fürst, B. (2015). Newcomers at the gates: Place and space in small island context. In K. Vodden, R. Gibson, & G. Baldacchino (Eds.), Place peripheral: Place-based development in rural, island, and remote regions (pp. 63–85). St. John’s, NL: Institute of Social and Economic Research.

    Google Scholar 

  • Garcia, J. (2019). Critical and culturally sustaining Indigenous families and community engagement in education. In S. B. Sheldon & T. A. Turner-Vorbeck (Eds.), The Wiley handbook of family, school and community relationships in education (pp. 71–90). Hoboken, NY: Wiley.

    Google Scholar 

  • Gereluk, D. (2006). Education and community. London, UK: Continuum.

    Google Scholar 

  • Giddens, A. (1991). Modernity as self-identity: Self and society in the late modern age. Cambridge, MA: Polity.

    Google Scholar 

  • Gonida, E. N., & Cortina, K. S. (2014). Parental involvement in homework: Relations with parent and student achievement-related motivational beliefs and achievement. British Journal of Educational Psychology, 84(3), 376–396.

    Article  Google Scholar 

  • Goodall, J., & Montgomery, C. (2014). Parental involvement to parental engagement: A continuum. Educational Review, 66(4), 399–410.

    Article  Google Scholar 

  • Hansen, C. (2018). Why rural school principals leave. The Rural Educator, 39(1), 41–53.

    Google Scholar 

  • Heilman, E. (2008). Hegemonies and “transgressions” of family: Tales of pride and prejudice. In T. Turner-Vorbeck & M. Miller Marsh (Eds.), Other kinds of families: Embracing diversity in schools (pp. 7–27). New York, NY: Teachers College Press.

    Google Scholar 

  • Ishimaru, A. M. (2019). From family engagement to equitable collaboration. Educational Policy, 33(2), 350–385.

    Article  Google Scholar 

  • Janesick, V. J. (2016). “Stretching” exercises for qualitative researchers (4th ed.). Los Angeles, CA: SAGE.

    Google Scholar 

  • Jeynes, W. H. (2015). A meta-analysis: The relationship between father involvement and student academic achievement. Urban Education, 50(4), 387–423.

    Article  Google Scholar 

  • John, K. D., & Ford, D. R. (2017). The rural is nowhere: Bringing indigeneity and urbanism into educational research. In W. M. Reynolds (Ed.), Forgotten places: Critical studies in rural education (pp. 3–14). New York, NY: Peter Lang.

    Google Scholar 

  • Jones, A. L. (2018). Factors influencing parental disengagement in one rural school district (Unpublished doctoral dissertation). University of West Georgia.

    Google Scholar 

  • Katyal, K. R., & Evers, C. W. (2007). Parents—Partners or clients? A reconceptualization of home–school interactions. Teaching Education, 18(1), 61–76.

    Article  Google Scholar 

  • Kerr, G. (2005). The link between school councils and rates of participation in various types of parental involvement in education (Unpublished master’s thesis). Nipissing University, North Bay, ON.

    Google Scholar 

  • Kovach, M. (2018). Doing Indigenous methodologies: A letter to a research class. In N. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (5th ed., pp. 214–234). Thousand Oaks, CA: SAGE.

    Google Scholar 

  • Kroeger, J. (2019). School-community partnerships for inclusion(s) of LGBTQI youth and families. In S. B. Sheldon & T. A. Turner-Vorbeck (Eds.), The Wiley Handbook of family, school and community relationships in education (pp. 117–138). Hoboken, NY: Wiley.

    Google Scholar 

  • Kyle, D. W. (2011). Families’ goals, school involvement, and children’s academic achievement: A follow-up study thirteen years later. School Community Journal, 21(2), 9–24.

    Google Scholar 

  • LaChasseur, K. (2014). Critical race theory and the meaning of “community” in district partnerships. Equity & Excellence in Education, 47(3), 305–320.

    Article  Google Scholar 

  • Lareau, A., & Shumar, W. (1996). The problem of individualism in family-school policies. Sociology of Education, 69, 24–39.

    Article  Google Scholar 

  • Lawrence-Lightfoot, S. (2003). The essential conversation: What parents and teachers can learn from each other. New York, NY: Random House.

    Google Scholar 

  • Lawson, M. (2003). School-family relationships in context: Parent and teacher perceptions of parent involvement. Urban Education, 38(1), 77–133.

    Article  Google Scholar 

  • Leacock, S. (1931). Sunshine sketches of a little town. Toronto, ON: McClelland & Stewart.

    Google Scholar 

  • Leithwood, K., & Menzies, T. (1998). A review of research concerning the implementation of site-based management. School Effectiveness and School Improvement, 9(3), 233–285.

    Article  Google Scholar 

  • Lin, S.-Y., Isernhagen, J., Scherz, S., & Denner, P. R. (2014). Rural educator perceptions of parent involvement in public schools: Perspectives from three states. The Rural Educator, 36(1), 40–56.

    Google Scholar 

  • Looker, E. D. (2014). Supportive communities and a sense of belonging in rural and non-rural communities in Canada. Journal of Rural and Community Development, 9(4), 163–180.

    Google Scholar 

  • Mapp, K. L., & Hong, S. (2010). Debunking the myth of the hard-to-reach parent. In S. L. Christenson & A. L. Rechly (Eds.), Handbook of school-family partnerships (pp. 345–361). New York, NY: Routledge.

    Google Scholar 

  • Masquelier, C. (2017). Critique and resistance in a neoliberal age: Towards a narrative of emancipation. London, UK: Springer.

    Book  Google Scholar 

  • McClelland, J. (1997). Knowing and being known: Parents’ experiences with rural schools. Journal of Research in Rural Education, 13(2), 108–116.

    Google Scholar 

  • McHenry-Sorber, E. (2014). The power of competing narratives: A new interpretation of rural school-community relations. Peabody Journal of Education, 89, 580–592.

    Article  Google Scholar 

  • McHenry-Sorber, E., & Schafft, K. A. (2015). ‘Make my day, shoot a teacher’: Tactics of inclusion and exclusion, and the contestation of community in a rural school-community conflict. International Journal of Inclusive Education, 19(7), 733–747.

    Article  Google Scholar 

  • McMillan, D. W., & Chavis, D. M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14(1), 6–23.

    Article  Google Scholar 

  • Michaud, C., & Stelmach, B. (2019). Lesbian and gay parents’ experiences and their relationships with/in Schools: An Alberta study. Canadian Journal of Educational Administration and Policy, 188, 69–85. https://journalhosting.ucalgary.ca/index.php/cjeap/.

  • Mulligan, M. (2015). On ambivalence and hope in the restless search for community: How to work with the idea of community in the global age. Sociology, 49(2), 340–355.

    Article  Google Scholar 

  • Nygreen, K. (2019). Neoliberal reform and family engagement in schools: A intersectional gender analysis. Policy Futures in Education, 17(2), 205–221.

    Article  Google Scholar 

  • Olmedo, A., & Wilkins, A. (2017). Governing through parents: A genealogical enquiry of education policy and the construction of neoliberal subjectivities in England. Discourse: Studies in the Cultural Politics of Education, 38(4), 573–589.

    Google Scholar 

  • Oswald, D. P., Zaidi, H. B., Cheatham, D. S., & Brody, K. G. D. (2018). Correlates of parent involvement in students’ learning: Examination of a national data set. Journal of Child and Family Studies, 27(1), 316–323.

    Article  Google Scholar 

  • Parker, K., & Leithwood, K. (2000). School councils’ influence on school and classroom practice. Peabody Journal of Education, 75(4), 37–65.

    Article  Google Scholar 

  • Parmar, P. (2017). Who am I? Cultural identity in rural schools. In W. M. Reynolds (Ed.), Forgotten places: Critical studies in rural education (pp. 157–168). New York, NY: Peter Lang.

    Google Scholar 

  • Perkins, T. (2015). School-community partnerships, friend or foe? The doublespeak of community with educational partnerships. Educational Studies, 51(4), 317–336.

    Article  Google Scholar 

  • Povey, J., Campbell, A. K., Willis, L., Haynes, M., Western, M., Bennett, S., Arobus, E., & Pedde, C. (2016). Engaging parents in schools and building parent-school partnerships: The role of school and parent organisation leadership. International Journal of Educational Research, 79, 128–141. https://doi.org/10.1016/j.ijer.2016.07.005

    Article  Google Scholar 

  • Preston, J. P., Jakubiec, B. A. E., & Kooymans, R. (2013). Common challenges faced by rural principals: A review of the literature. The Rural Educator, 35(1), 1–12.

    Google Scholar 

  • Pushor, D. (2017 Winter). Familycentric schools: Creating a place for all parents. EdCan Network. Retrieved from https://www.edcan.ca/articles/familycentric-schools/.

  • Pushor, D. (2019). Using parent knowledge to enhance teaching and learning experiences in schools for children and youth. In S. B. Sheldon & T. A. Turner-Vorbeck (Eds.), The Wiley handbook of family, school and community relationships in education (pp. 243–264). Hoboken, NY: Wiley.

    Google Scholar 

  • Pushor, D., & Amendt, T. (2018). Leading an examination of beliefs and assumptions about parents. School Leadership & Management, 38(2), 202–221.

    Article  Google Scholar 

  • Pushor, D. and the Parent Engagement Collaborative II. (2015). Living as mapmakers: Charting a course with children guided by parent knowledge. Rotterdam, NL: Sense Publishers.

    Google Scholar 

  • Robinson, K., & Harris, A. L. (2014). The broken compass: Parental involvement in children’s education. Cambridge, MA: Harvard University Press.

    Book  Google Scholar 

  • Rollock, N., Gillborn, D., Vincent, C., & Ball, S. J. (2015). The colour of class: The educational strategies of the Black middle classes. New York, NY: Routledge.

    Google Scholar 

  • Ruitenberg, C. W., & Pushor, D. (2005). “It’s not about colour-coordinating the napkins with the table cloth”: Hospitality and invitation in parent engagement. Principals Online, 1(1), 32–35.

    Google Scholar 

  • Sanders, M. G. (2009). Teachers and parents. In L. J. Saha & A. G. Dworkin (Eds.), International handbook of research on teachers and teaching (pp. 331–341). New York, NY: Springer.

    Chapter  Google Scholar 

  • Schulte, A. K. (2016). Looking for my rural identity, finding community and place. In A. K. Schulte & B. Walker-Gibbs (Eds.), Self-studies in rural teacher education (pp. 17–36). Cham, CH: Springer.

    Chapter  Google Scholar 

  • Schulte, A. K., & Walker-Gibbs, B. (2016) (Eds.). Self-studies in rural teacher education. Cham, CH: Springer.

    Google Scholar 

  • Scott, D., & Louis, D. (2020). Reconnecting rural education in light of Canada’s Indigenous reality. In M. Corbett & D. Gereluk (Eds.), Rural education in Canada: Connecting land and pedagogy. Toronto: Springer.

    Google Scholar 

  • Seitsinger, A. M. (2019). Examining the effect of family engagement on middle and high school students’ academic achievement and adjustment. In S. B. Sheldon & T. A. Turner-Vorbeck (Eds.), The Wiley handbook of family, school and community relationships in education (pp. 163–182). Hoboken, NY: Wiley.

    Google Scholar 

  • Semke, C. A., & Sheridan, S. M. (2012). Family-school connections in rural educational settings: A systematic review of the empirical literature. School Community Journal, 22(1), 21–47.

    Google Scholar 

  • Sergiovanni, T. J. (1994). Building community in schools. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Sheldon, S. B., & Epstein, J. L. (2004). Getting students to school: Using family and community involvement to reduce chronic absenteeism. The School Community Journal, 14(2), 39–56.

    Google Scholar 

  • Sheridan, S. M., Kunz, G. M., Holmes, S., & Witte, A. (2017). Family-school partnerships in rural communities: Benefits, exemplars, and future research. In G. C. Nugent, G. M. Kunz, S. M. Sheridan, T. A. Glover, & L. L. Knoche (Eds.), Rural education research in the United States: State of the science and emerging directions (pp. 269–290). Cham, CH: Springer.

    Google Scholar 

  • Shirley, D. (1997). Community organizing for urban school reform. Austin, TX: University of Texas Press.

    Google Scholar 

  • Shuffleton, A. (2017). Parental involvement and public schools: Disappearing mothers in labor and politics. Studies in the Philosophy of Education, 36(21), 21–32.

    Article  Google Scholar 

  • Shute, V. J., Hansen, E. G., Underwood, J. S., & Razzouk, R. (2011). A review of the relationship between parental involvement and secondary school students’’ academic achievement. Education Research International, 2011,, Article ID 915326, 1–10. https://doi.org/10.1155/2011/915326

    Article  Google Scholar 

  • Stelmach, B. (2006). The parents’ role in school improvement: Secondary school parent and student perspectives (Unpublished doctoral dissertation). University of Alberta, Edmonton, Canada.

    Google Scholar 

  • Stelmach, B. (2013). Case studies highlighting secondary school community council (SCC) members’ and jurisdiction perspectives on SCC roles in school improvement in Saskatchewan. Unpublished manuscript, Department of Educational Administration, University of Saskatchewan, Saskatoon, Canada.

    Google Scholar 

  • Stelmach, B. (2016). Parents’ participation on school councils analysed through Arnstein’s ladder of participation. School Leadership & Management, 36(3), 271–291.

    Article  Google Scholar 

  • Stelmach, B. (2018). From compliance to capacity building: A Canadian case study highlighting central office support for school council development. International Studies in Educational Administration, 46(3), 24–46.

    Google Scholar 

  • Stelmach, B., & Herrera-Farfan, M. (2019). Secondary school parents feel in community with their children’s schools when…The IAFOR International Conference on Education—Hawaii 2019 Official Conference Proceedings. Retrieved from https://papers.iafor.org/submission45073/.

  • Stelmach, B., & Preston, J. (2008). Cake or curriculum? Principal and parent views on transforming the parental role in Saskatchewan schools. International Studies in Educational Administration, 36(3), 59–74.

    Google Scholar 

  • Tönnies, F. (1963). Community and society. New York, NY: Harper and Row.

    Google Scholar 

  • Torre, D., & Murphy, J. (2014). Communities of parental engagement: New foundations for school leaders’ work. International Journal of Leadership in Education. https://doi.org/10.1080/13603124.2014.958200.

    Article  Google Scholar 

  • Turkle, S. (2011). Alone together: Why we expect more from technology and less from each other. New York, NY: Basic Books.

    Google Scholar 

  • Tyack, D. (1974). The one best system: A history of American urban education. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Vincent, C. (2000). Including parents? Education, citizenship, and parental agency. Buckingham, UK: Open University Press.

    Google Scholar 

  • Vincent, C. (2017, July). Parenting and parental involvement: A sociological analysis. Paper presented at the meeting of the European Research Network About Parents in Education, London, UK.

    Google Scholar 

  • Wise, N. (2015). Placing sense of community. Journal of Community Psychology, 43(7), 920–929.

    Article  Google Scholar 

  • Wuthnow, R. (2013). Small-town America: Finding community, shaping the future. Princeton, NJ: Princeton University Press.

    Book  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Education, University of Alberta, 11210 - 87 Ave, Edmonton, T6G 2G5, AB, Canada

    Bonnie Stelmach

Authors
  1. Bonnie Stelmach
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Bonnie Stelmach .

Editor information

Editors and Affiliations

  1. School of Education, Acadia University, Wolfville, NS, Canada

    Michael Corbett

  2. Werklund School of Education, University of Calgary, Calgary, AB, Canada

    Dianne Gereluk

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Singapore Pte Ltd.

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Stelmach, B. (2020). Rural, Secondary School Parents’ Discourses About Feeling in Community in Their Children’s Schools: Insights to Shape Teachers’ and Principals’ Questions. In: Corbett, M., Gereluk, D. (eds) Rural Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-15-2560-5_10

Download citation

  • DOI: https://doi.org/10.1007/978-981-15-2560-5_10

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-15-2559-9

  • Online ISBN: 978-981-15-2560-5

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation