Description:
The involvement of parents in their children’s learning is of increasing concern following the 2006 Scottish Schools (Parental Involvement) Act. However, there is widespread apprehension that the legislation will do little to increase genuine involvement. Jeannie Mackenzie makes a case for schools to take a fresh approach. She contends that in seeking to increase parental involvement in learning, schools tend to use means that are informed by the professional expertise of teachers, thus unintentionally distancing, disengaging and disempowering the very parents schools most wish to reach. This practice is contrasted with that of family learning, which uses an appreciative, affirming and accessible approach to better achieve the goal.
The volume sketches the history of family learning in Scotland and its connections with international developments. It proposes a working definition of family learning and means to measure its effectiveness. Family learning is located within social and situational theories of learning and the reader is provided with practical examples from across Scotland.
The book will be of interest both at the strategic and the operational level, and will appeal to teachers, parents, policy makers and adult educators.

Originally a primary teacher, Jeannie has been a quality improvement officer in one of Scotland’s leading education authorities. She has researched and published in areas of disaffection and integrated services and is Director of Conditions for Learning, an educational consultancy.