Cooperation and Problems of Recognition between Schools and Parents in Supporting Young People's Educational Trajectories

Parental involvement in education has been a topic of intense debate for many decades. This chapter seeks to analyse how parents and schools cooperate in schools in Europe, which are primarily located in disadvantaged urban areas or enroll students from disadvantaged backgrounds. How is the importance of parent-school cooperation seen by teachers and parents? To what extent and in what ways do parents with low SES cooperate with teachers? How do teachers and parents reflect on their cooperation experiences? And what challenges do teachers and parents encounter in their cooperation? The analysis draws from case studies conducted in 8 European countries (Finland, France, Germany, Italy, the Netherlands, Poland, Slovenia and the UK) within the framework of the Governance of Educational Trajectories in Europe (GOETE) project.