PARENT CITIZENS has successfully met its objectives concerning the participation of immigrant parents in public schools across Italy, Spain, and France, with minimal deviations. The study aimed to explore how immigrant parents integrate into their communities through school participation, while also examining the dynamics of native-born parents' involvement. A key focus was on the variations in parent participation within school decision-making councils across the three countries.
The first phase of the investigation utilized four primary data sources: academic literature, legal codes, newspaper periodicals, and web content. Findings indicated that national laws establishing parent councils were enacted at distinct historical junctures in each country, influenced by broader educational reforms. For instance, Italy's councils were formalized in 1974 under significant educational reforms, while Spain and France saw similar developments in 1985.To contextualize the legal frameworks, a collection of approximately 50 newspaper articles per country was conducted, focusing on the periods leading up to and following the legislative changes. This analysis showed a consistent media pattern of anticipation and subsequent reflection on the laws, enhancing understanding of the socio-political climate at the time. The specific objectives included mapping the institutional development of parent councils (SO1) and examining their online engagement (SO2). SO1 resulted in a peer-reviewed article currently under review entitled "Participatory Remiss: School Democratization in Italy, Spain, and Beyond.” This article highlights how the reforms in parent councils correlate with participatory democracy movements, showcasing the inclusion of ordinary citizens in educational governance—a perspective often overlooked in existing democratic theory literature. In addressing the use of media, it became evident that online platforms like social media were not extensively utilized by parent councils for communication. Consequently, additional data sources were identified, such as school planning documents on school websites and WhatsApp groups.The planning documents provide insights into how schools program and characterize immigrant populations, while WhatsApp groups serve as informal communication platforms for parents, enhancing community interaction and directly influencing immigrant parent integration.
In the second phase, the project aimed to understand the experiences of immigrant parents on parent councils by focusing on their modes of experiential learning (S03, S04). The research utilized qualitative methods, gathering data through participant observations, semi-structured interviews, and a survey across six case schools—four primary schools in Genova, Florence, Barcelona, and Paris, as well as two high schools in Italy. Initially, the project was designed to include two case schools per country, but it evolved to incorporate two high schools and two primary schools in Italy. This allowed for a richer comparison between educational levels. The qualitative data collection began with participant observations, which proved essential for understanding the institutional dynamics of schools and to build rapport with parents and teachers. Fifty-one semi-structured interviews were conducted with parents and teachers. These interviews produced a significant qualitative dataset in Italian, Spanish, and French, totaling approximately 500,000 words. The interviews explored ten key themes, such as school selection, interactions with school staff, experiences on councils, and participation in digital platforms like WhatsApp. This multi-lingual dataset aims to shed light on the complex social interactions within the school environment. Additionally, a survey with 61 school parents in Italy complemented the semi-structured interviews. The survey focused on key inquiries relevant to the project's objectives, particularly concerning inclusive and exclusive communication patterns. The survey gathered insights on institutional participation and best practices for integrating immigrant parents.
