[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-600365-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-600365-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","current-issues-in-comparative-education-volume-25-issue-1-teachers-perspectives-of-parents-in-rural-african-communities-winter-2023","Current Issues in Comparative Education - Volume 25 - Issue 1 - Teachers’ Perspectives of Parents in Rural African Communities - Winter 2023","","Teachers’ perspectives of parents are central to relationships between schools, families, and communities, yet many rural African settings frame teachers’ views as deficit-focused rather than strengths-based. Using an ethnographic approach and capability approach concepts, the study examines Nigerian teachers’ perceptions of parents’ values for children’s schooling and teachers’ judgments about parents’ ability to realize these values. Findings reinforce deficit perspectives while adding an empathetic dimension, indicating only a partial view when empathy is overlooked and highlighting implications for parent-teacher relationship building.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/current-issues-in-comparative-education-volume-25-issue-1-teachers-perspectives-of-parents-in-rural-african-communities-winter-2023/600365/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/current-issues-in-comparative-education-volume-25-issue-1-teachers-perspectives-of-parents-in-rural-african-communities-winter-2023/600365.png","ImageObject",300,407,{"name":42,"@type":43},"RuangKosong","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"这篇研究聚焦于哪些教师对家长的看法？","Question",{"text":63,"@type":64},"研究关注教师如何理解农村非洲社区中家长对孩子入学/受教育的价值、以及教师认为家长能在多大程度上落实这些价值，同时还考察塑造教师观点的多种影响。","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"研究采用了什么方法与理论框架？",{"text":68,"@type":64},"研究采用民族志（ethnographic）方法，并运用能力（capability）取向的相关概念来分析教师对家长“价值—功能—实现程度”的理解。",{"name":70,"@type":61,"acceptedAnswer":71},"研究主要发现包括哪些方面？",{"text":72,"@type":64},"研究结果与既有文献中的“家长缺失/不足（deficit）”视角相呼应，但进一步揭示了一个同理/共情维度，说明若只看教师对家长的单一缺失视角，会得到不完整的图景。","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},600365,1792192147,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Current Issues in Comparative Education (CICE), Volume 25, Issue 1, Winter 2023  \nTeachers’ Perspectives of Parents in Rural African Communities  \nBukola Oyinloye  \nUniversity of York  \nTeachers’ perspectives of their pupils’ parents are a critical element of the relationship between schools, families, and communities. However, in various rural African communities, teachers’ views of parents’ perspectives and practices around schooling are primarily ones of deficit rather than strength. This paper deepens this literature by offering insight into teachers’ perspectives in two rural communities in Nigeria. Using an ethnographic approach and applying concepts from the capability approach, this paper explores teachers’ perceptions of parents’ values in relation to their children’s schooling (parental functionings) and their views of the extent to which parents are able to pursue these functionings. The findings resonate with the existing deficit perspectives in the literature. In addition, the fi ndings expand the literature by revealing an empathetic dimension to these deficit perspectives, suggesting that current evidence around teachers’ uniformly deficit perspectives of parents offers only a partial view. Illuminating the empathy that underpins teachers’ perspectivesoffers the possibility of fi nding common ground between schools and families which may widen opportunities for forging or deepening positive parent-teacher relationships which support children’s social, emotional, and academic development.  \nKeywords: rural Africa, home-school partnerships, parental agency  \nIntroduction  \nThe relationship between homes and schools is believed to be one of the most important factors for children’s academic, social, and emotional development (Epstein et al., 2002) . Underpinning this relationship are the perspectives that school teachers have of families (e.g., parents) and the perspectives that parents hold of schools, with the former contributing to the ways in which schools seek to engage with parents. Within the vast global literature on parental involvement in schooling, the majority from industrialized contexts, there is evidence of contentious bidirectional views (Oyinloye, 2021a) . However, the literature highlights the prevalence of normative, dominant, white, middle-class assumptions about schooling which the perspectives and practices of certain non-dominant groups such as minorities, immigrants, and parents from low socio-economic backgrounds are measured against (Oyinloye, 2021a) . These  \n© 2023, Current Issues in Comparative Education, Teachers College, Columbia University. ALL RIGHTS RESERVED. Current Issues in Comparative Education 25(1), 91-111 .  \nOyinloye  \nassumptions persist even in light of the evidence of school-level barriers faced by such groups (Kim, 2009) . In Africa, the limited literature available suggests that similar assumptions persist (e.g., Hartell et al., 2016; Tusiime et al., 2016) . In relation to non-dominant groups such as rural Africans or those from lower socio-economic backgrounds, these assumptions manifest in teachers’ deficit views about what parents think of formal schooling, and how they engage with it.  \nThis paper contributes to this growing literature by further exploring the perspectives that teachers hold of parents in the rural communities in which they teach. Specifically, it examines: (1) what teachers perceive as parents’ value on behalf of their children; and (2) why they hold such values, (3) the extent to which teachers believe parents are able to act on these values, and (4) the various influences that shape teachers’ perspectives on parents. This paper is structuredas follows. The first section begins with a synthesis of key literature from anglophone Africa which sheds light on how teachers perceive parents, and an introduction of the ‘capabilitarian’ concepts upon which this paper draws. The second section presents the broader context of the study. The third part explains the study","cbCaipalu9dgG4JP","https://ap.wps.com/l/cbCaipalu9dgG4JP","pdf",252997,21,"English","# Teachers’ Perspectives of Parents in Rural African Communities\n## Introduction\n## Literature Review","[{\"question\":\"这篇研究聚焦于哪些教师对家长的看法？\",\"answer\":\"研究关注教师如何理解农村非洲社区中家长对孩子入学/受教育的价值、以及教师认为家长能在多大程度上落实这些价值，同时还考察塑造教师观点的多种影响。\"},{\"question\":\"研究采用了什么方法与理论框架？\",\"answer\":\"研究采用民族志（ethnographic）方法，并运用能力（capability）取向的相关概念来分析教师对家长“价值—功能—实现程度”的理解。\"},{\"question\":\"研究主要发现包括哪些方面？\",\"answer\":\"研究结果与既有文献中的“家长缺失/不足（deficit）”视角相呼应，但进一步揭示了一个同理/共情维度，说明若只看教师对家长的单一缺失视角，会得到不完整的图景。\"}]","Current Issues in Comparative Education - Volume 25 - Issue 1 - Teachers’ Perspectives of Parents in Rural African Communities - Winter 2023 | PDF",1792090545,53]