Abstract
The study examines teachers’ attitudes and experiences regarding home–school cooperation. Teachers constitute a powerful group in school compared with parents, and this relationship is interpreted through Bourdieu’s concept of social field, as a power relation. The empirical analyses are based on a mixed‐methods approach with survey and qualitative interviews among teachers in Norway. The results show that while teachers experience the interaction in a positive way, they try to limit parents’ influence through emphasising their own professionalism, thus leaving parents with the role as supporters. Teachers who relate to well‐educated parents are especially conscious of maintaining a distance towards the parents in order to keep them in their place.
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