Outsourcing the State’s responsibilities? Third sector organizations supporting migrant families’ participation in schools in Catalonia and London

Article


Paniagua, A. and D'Angelo, A. 2017. Outsourcing the State’s responsibilities? Third sector organizations supporting migrant families’ participation in schools in Catalonia and London. Compare: a Journal of Comparative and International Education. 47 (1), pp. 77-90. https://doi.org/10.1080/03057925.2016.1152883
TypeArticle
TitleOutsourcing the State’s responsibilities? Third sector organizations supporting migrant families’ participation in schools in Catalonia and London
AuthorsPaniagua, A. and D'Angelo, A.
Abstract

Based on two case studies of Third Sector Organizations (TSOs) working with schools and parents in Catalonia and London, this paper aims to discuss some of the implications of ‘participative’ programs aimed at involving those migrant families seen by schools as ‘hard to reach’. Firstly, we describe how an ambiguous notion of participation can shift responsibilities to families and leave internal school practices free from critical gaze. Secondly, we focus on the complexities and tensions involved in the process of partnering TSOs with schools, because of the bureaucratic nature of educational institutions and unresolved conflicts of interests and responsibilities. Finally, we argue that the potential of these initiatives were limited and diluted by being stand-alone and time-limited. Our analysis suggests that, in spite of their apparent success, they ended up being part of powerful authorizing narratives that justify the outsourcing of public services and the abdication of State’s responsibilities.

Research GroupSocial Policy Research Centre (SPRC)
LanguageEnglish
PublisherTaylor and Francis
JournalCompare: a Journal of Comparative and International Education
ISSN0305-7925
Publication dates
Online16 Mar 2016
Print02 Jan 2017
Publication process dates
Deposited19 Sep 2016
Accepted08 Jun 2015
Output statusPublished
Accepted author manuscript
Copyright Statement

This is an Accepted Manuscript of an article published by Taylor & Francis in Compare: a Journal of Comparative and International Education on 16/03/2016, available online: http://www.tandfonline.com/10.1080/03057925.2016.1152883

Digital Object Identifier (DOI)https://doi.org/10.1080/03057925.2016.1152883
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