Diego Mesa

Parental Involvement from an Intercultural Perspective. A European Comparison on the Relationship between Immigrant Families and Schools

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Within the discourse surrounding the school-family relationship, this essay delves into persistent issues concerning the engagement of immigrant families in their children’s school life. While the body of literature on the impact of family background on children’s educational experiences is extensive, there is a dearth of analysis addressing parental involvement and the institutional frameworks in multicultural schools that draw inspiration from inclusive and intercultural perspectives. In this context, the essay presents the outcomes of a European action-research project conducted in 24 primary schools located in Barcelona, Brescia, and Luxembourg, which aimed to develop and implement innovative practices. The project adopts an intercultural approach to enhance parental involvement. Drawing from an exploratory qualitative study, the essay identifies several key areas for intervention: i) involving immigrant parents in identifying barriers to their participation; ii) employing a multi-level strategy within the school’s organizational system; iii) engaging immigrant parents already included in the school community; iv) implementing targeted initiatives to reintegrate those who are or feel excluded. All schools were dedicated to reconfiguring their communication framework to promote inclusivity, equality, and the celebration of diversity


  • Parental involvement
  • Primary school
  • Interculturalism
  • Teacher-parent relationship
  • School organisation


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