Abstract
This chapter compares two pieces of legislation which associate parents with schools: Chapter 188 in Massachusetts, U.S.A. (1985) and the Education Reform Act, U.K. (1988). Each is shown to emerge from a distinct tradition, and to reflect a substantial inconsistency between declared long-term purposes and short-term motivations. Arguing that politicians use parents as a source of legitimacy, the author asks whether any extension of parent participation should therefore be viewed with cynicism, or whether society is moving towards a clearer definition of parents' collective responsibilities.
Published Version
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