BLACK PARENTS AND SCHOOL RELATIONSHIPS - A CASE-STUDY

This paper presents a case study of the experiences of a group of blac k parents in relation to their children's schools. The parents in the case study are said to have 'educational knowledge and awareness', whi ch is defined as an understanding of the educational process, of the e ducation system and parental rights and of pedagogical issues. Such ed ucational knowledge, a form of cultural capital, has been described by others as a requisite for parents to ensure effective relationships w ith their child's school. It is argued, however, that in spite of havi ng the advantage of educational knowledge, there is dissonance between these parents and the schools. The parents' educational knowledge and awareness, educational concerns and relationships with their children 's schools is outlined. The evidence presented is analysed with a view to exploring the constraints upon a more fruitful 'partnership'. The events are recounted from the parents' perspectives. The parents in th e case study are not presented here as a 'representative' sample but r ather as a critical case.