Email this article Family vs School: Where the Conflict Ends. A Study of Families on the Court against School in Lombardia
Abstract
Conflict between the school and the family has become a topic of high importance but rarely investigated. This study deals with this conflict in the Italian context, examining the legal processes in the region of Lombardia, thus the litigation between the family and the school which ended at the Administrative Court (TAR) between 2010 and 2018. This study is an exploratory preliminary research which intends to investigate the quantity of cases of litigation between the families and school and categorize the cases according to motivation for the legal action and type of the school. Although we assumed that most cases are connected to children with special needs, analysis showed that families with children without any kind of diagnosis are referring to the court more often than the families of children with special needs. There were more students from secondary schools than students from primary school and, interestingly, students of lyceums seem to be the most represented group in the litigation. The results are discussed, and new lines of research are depicted in order to recognize when and why the conflicts start and how it can be prevented.
Keywords
Full Text:
PDFReferences
Ardone, R., & Baldry, A. C. (2003). Mediare i conflitti a scuola: presupposti teorici e intervento psicosociale. Roma: Carocci.
CardarelloR., Bertolini C. Pintus A. Antonietti M. Scipione L. (2017) Dimensioni soggettive della qualità: self-efficacy e giudizi di rilevanza per insegnanti in servizio della scuola secondaria, in P. Magnoler, A. Notti, L. Perla (a cura), La professionalità degli insegnanti, Lecce: Pensa Multimedia, pp. 129- 148.
Checchi, D. (2010). Percorsi scolastici e origini sociali nella scuola italiana. Politica economica, 26(3), 359-388.
D'Alonzo, L., Mariani, V., & Zampieri, (2012). La consulenza pedagogica. Pedagogisti in azione. Roma: Armando.
Dewey, J. (1970 1900). Scuola e società. Firenze: La Nuova Italia.
Dusi, P. (2012). The family-school relationships in Europe: A research review. Center for Educational Policy Studies Journal, 2(1), pp. 13-33.
Epstein, J.L., & Sanders, M.G. (2002). Family, school, and community partnerships. In M.H. Bornstein (Ed.), Handbook of parenting: Vol. 5. Practical issues in parenting, pp. 407–437.
Fish, M. C. (1990). Family-school conflict: Implications for the family. Journal of Reading, Writing, and Learning Disabilities, 6, 71-79.
Gigli, A. (2009). Quale pedagogia per le famiglie contemporanee? Rivista italiana di educazione familiare, 2(2), pp. 7-17.
Hill, N. E., & Taylor, L. C. (2004). Parental school involvement and children's academic achievement: Pragmatics and issues. Current directions in psychological science, 13(4), pp. 161-164.
Lake, J. F., & Billingsley, B. S. (2000). An analysis of factors that contribute to parent - school conflict in special education. Remedial and Special Education, 21(4), 240-251.
Mac Ruairc, G. (2011). “No parents beyond this point”. Una riflessione critica sulla partecipazione parentale nella scuola primaria in Irlanda. In P. Dusi & L. Pati (Eds.), Corresponsabilità educativa. Scuola e famiglia nella sfida multiculturale: una prospettiva europea (pp. 141–172). Brescia: La Scuola.
Muell er, T. G. (2015). Litigation and special education: The past, present, and future direction for resolving conflicts between parents and school districts. Journal of Disability Policy Studies, 26(3), 135-143.
Nardone, G., Giannotti, E., & Rocchi, R. (2015). Modelli di famiglia: conoscere e risolvere i problemi tra genitori e figli. Milano: Tea.
Nigris, E. (2002). I conflitti a scuola. La mediazione pedagogico-didattica. Milano: Bruno Mondadori.
Palaiologou, N., Evangelou, O., & Tsapakidou, A. (2011). Le famiglie immigrate trovano ascolto negli spazi scolastici? Il caso della Grecia. In P. Dusi & L. Pati (Eds.), Corresponsabilità educativa. Scuola e famiglia nella sfida multiculturale: una prospettiva europea (pp. 269-299). Brescia: La Scuola.
Perregaux, C., Changkakoti, N., Gremion, M., & Hutter, V. (2011). Famiglie migranti in cerca di dialogo con l’istituzione scolastica. In P. Dusi & L. Pati (Eds.), Corresponsabilità educativa. Scuola e famiglia nella sfida multiculturale: una prospettiva europea (pp. 357–381). Brescia: La Scuola.
Triventi, M. (2014). Le disuguaglianze di istruzione secondo l'origine sociale. Una rassegna della letteratura sul caso italiano. Scuola democratica, (2), 321-342.
DOI: https://doi.org/10.7358/ecps-2019-020-beca
Copyright (©) 2019 roberta cardarello – Editorial format and Graphical layout: copyright (©) LED Edizioni Universitarie
Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932
Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University
Executive Editor: Gaetano Domenici - Associate Executive Editor & Managing Editor: Valeria Biasci
Editorial Board: Eleftheria Argyropoulou - Massimo Baldacci - Joao Barroso - Richard Bates - Christofer Bezzina - Paolo Bonaiuto - Lucia Boncori - Pietro Boscolo - Sara Bubb - Carlo Felice Casula - Jean-Émile Charlier - Lucia Chiappetta Cajola - Carmela Covato - Jean-Louis Derouet - Peter Early - Franco Frabboni - Constance Katz - James Levin - Pietro Lucisano - Roberto Maragliano - Romuald Normand - Michael Osborne - Donatella Palomba - Michele Pellerey - Clotilde Pontecorvo - Vitaly V. Rubtzov - Jaap Scheerens - Noah W. Sobe - Francesco Susi - Giuseppe Spadafora - Pat Thomson
Editorial Staff: Fabio Alivernini - Guido Benvenuto - Anna Maria Ciraci - Massimiliano Fiorucci - Luca Mallia - Massimo Margottini - Giovanni Moretti - Carla Roverselli
Editorial Secretary:Nazarena Patrizi
© 2001 LED Edizioni Universitarie di Lettere Economia Diritto