The experiences of Chinese women and school councils in Toronto (Ontario).
Published: 2005
Language: eng
Number of pages: 112
Description: It is widely understood in both policy and research that communication between home and school increases student success. Critical research in inclusive schooling indicates the need to acknowledge the communal responsibility of parents, community members and educators. From the perspectives of Chinese women, this study centres race, intersecting with gender and class, to uncover how whiteness and white privilege are embedded in the contents and structure of school councils. Framed by critical anti-racism, interviews with seven Chinese women were conducted that explored the discursive constructions of the subject parent and parent involvement as implicated in school councils. Ironically, the very mechanisms that seek the participation of parents maintain these women's position in the margins. However, when faced with issues such as unemployment, discrimination and isolation, the women in this study articulate methods of participation that reflect unique strategies of survival and resistance that confront bureaucratic structures governed by neo-liberal discourse.
Notes: Source: Masters Abstracts International, Volume: 44-01, page: 0069.

Thesis (M.A.)--University of Toronto, 2005.

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