Abstract:
New Zealand’s (New Zealand) education system is considered to be high in achievement but low in equity. Research suggests involving parents is one of the most critical areas of school improvement, yet educators have expressed concern about perceived low levels of participation by culturally and linguistically diverse (CLD) parents. Many schools utilise practices with limited results because a one size fits all approach is taken. This study builds on parental participation research, exploring the impact of school practices on CLD parents. This critical case study examined parental participation practices in school through the lens of CLD parents in a large urban primary school in Auckland, New Zealand. It sought to identify the critical factors mediating CLD parental engagement with the school. Current research suggests there is a need to explore parents’ perception of school practices as a means of influencing improved student outcomes and equity. Semi-structured interviews blended with the findings from the review of school documentation were examined and analysed against a set of pre-determined criteria, resulting in a descriptive culmination of the voices of the three staff members and six parents of Tongan descent. The study found that parents have high aspirations for their children and seek to work in partnership with the school to support their child’s learning. Participation is enabled when school practices reflect the diversity of the community and seek to build relational trust. Leadership has a foundational role in informing practices and mobilising action. These findings suggest the need for alternative models of parental participation in response to diversity in schools, and that applied critical leadership is foundational. Keywords: school leadership, parental engagement, culturally responsive, critical leadership
