Families and schools. The involvement of foreign families in schools

Barabanti, Paolo; Colombo, Maddalena; Dierendonck, Christophe; Garreta i Bochaca, Jordi; Kerger, Sylvie; Llevot Calvet, Núria; Macià Bordalba, Mònica; Mesa, Diego; Poncelet, Débora; Santagati, Mariagrazia

doi:https://doi.org/10.21001/families.2019

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Issue date

2019

Author

Barabanti, Paolo

Colombo, Maddalena

Dierendonck, Christophe

Garreta i Bochaca, Jordi

Kerger, Sylvie

Llevot Calvet, Núria

Macià Bordalba, Mònica

Mesa, Diego

Poncelet, Débora

Santagati, Mariagrazia

Other authors

Macià Bordalba, Mònica

Llevot Calvet, Núria

Suggested citation

Barabanti, Paolo; Colombo, Maddalena; Dierendonck, Christophe; Garreta i Bochaca, Jordi; Kerger, Sylvie; Llevot Calvet, Núria; ... Santagati, Mariagrazia. Families and schools. The involvement of foreign families in schools. Edicions de la Universitat de Lleida. https://doi.org/10.21001/families.2019.

Abstract

This book is located within this context of considering parental involvement as essential to improve children’s education, and of being aware of the barriers and difficulties surrounding the participation of migrant families. More specifically, this book is a result of an Erasmus+ Key Action 2 project

(Cooperation for innovation and the exchange of good practices) entitled “Families and schools. The involvement of foreign families in schools”1. This project is aimed at analysing the implication of foreign families in schools in Spain, Italy and Luxembourg (including the analysis of factors that foster or inhibit their involvement, such as the schools’ welcoming plan, the parents’ knowledge regarding the host education system and the family- 1. Specifically, the number of the Project is 2018-1-ES01-KA201-050269. For more information, visit http:// familyandschool.eu/ Families and schools 15 The involvement of foreign families in schools school communication), so that proposals for transformation can be detected and carried out in different collaborating schools to avoid the disadvantage that often affects families with this profile (social inclusion of the families). Professionals from three universities, three educational administrations and three schools work on this project (specifically, in each aforementioned country there is a university, an educational administration and a school involved in the project as partners). The project is structured into two specific phases.

URI

http://hdl.handle.net/10459.1/67580

DOI

https://doi.org/10.21001/families.2019

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