Benefits and limitations of partnerships amongst families, schools and universities

A systematic literature review

Bibliographic Data

ID21578231
AuthorsGuanglun Michael Mu (0000-0002-8786-0956, University of South Australia), Danielle Gordon (0000-0001-7319-5441, University of South Australia, corresponding author), Jiali Xu (0000-0002-3022-5687, Nanchang University), Annetta Cayas (0000-0003-0522-3134, University of South Australia), Samuel Madesi (University of Calgary)
Year2023
Volume120
Pages102205
Publication date2023-01-01
Open AccessYes
TypeARTICLE
VenueInternational Journal of Educational Research (JOURNAL)
Journal identifiersISSN: 0883-0355 • E-ISSN: 1873-538X
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.ijer.2023.102205
OpenAlexW4381435392
LanguageEN
Citations received7
References cited21

This systematic literature review aggregates and analyses existing research over the past three decades that has examined the partnerships amongst families, schools, and universities. The review, consisting of 24 papers, teases out the benefits of partnerships not only to their participants but also to the broader communities, with the ultimate goal of nurturing children and young people. The review unearths two key agendas of existing partnerships research, namely teacher education and social justice. As extant literature on partnerships amongst families, schools, and universities is generally theoretically light, we take a sociological perspective to grapple with power imbalances as well as educational and social inequalities that either explicitly or implicitly ripple through those partnerships. Implications are provided for future practice and research

Extant taxon · Inequality · Pedagogy · Political science · Public relations · Sociology · Systematic review · Collaborative Teaching and Inclusion · Family and Disability Support Research · Parental Involvement in Education

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Open DOIOpen Access