Mechanisms for Developing Cooperation Between the School and Parents in The Management of Pupil Attendance
DOI:
https://doi.org/10.55640/eijp-06-03-60Keywords:
School and family, pupil attendance, cooperation mechanismsAbstract
This article examines the mechanisms by which cooperation between the school and parents in the management of pupil attendance may be developed. The study proceeds from the thesis that what is ordinarily termed cooperation is structurally a system of notification, in which the school holds the information and the parent is expected to supply the enforcement, and that notification without the transfer of capacity makes the parent an agent of the school rather than a partner. Three propositions are substantiated: that the informational asymmetry runs in both directions, the school knowing the record and the household knowing the reason, while the standard channel transmits in one direction only; that attendance is co-produced rather than delivered, so that tasks must be allocated according to who controls the relevant input; and that an invitation to cooperate is differentially usable, requiring the institutional fluency that is least available in the families where absence is concentrated. The controversy between J. Epstein and A. Lareau is subjected to critical examination.
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