Parents and Teachers toward dialogue. An English perspective

Resumen

The article outlines three recent researches performed by the author about teacher-parent relationships in the English educational context. Fi rst of all, it presents a study focused on how class, gender and race intersect with families’ engagement in their chil d’s training and school performance. Afterwards, it describes the various roles parents actually perform in relation to school and argues a proposal fostering dialogue between teachers and parents. Finally, it explains the successful example of an English school where actions contributing to improve dialogue between parents and teachers are being applied by means of "vertical tutoring". The paper combines the study description with the reflections of respondants to the studies, thus providing a
valuable chance to discover, from the original testimony, different perceptions on the educational context and the connections between its participants.