Steering comittee:

Unn-Doris K. Bæck

Unn-Doris K. Bæck works as a professor of sociology at UiT Arctic University of Norway, Department of Social Sciences. Bæck’s main research interests lie within the fields of sociology of education and sociology of youth, with a special focus on social inequalities. As for methodological approaches Bæck have worked extensively with mixed methods approaches and she is also interested in comparative research.

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A main research interest is home-school cooperation and parental involvement in school and the effects on student outcomes in different schooling contexts. She has investigated this from the perspectives of students, parents and teachers, and currently also focusing on teacher education. Bæck has also conducted a number of studies on educational and occupational preferences, choices and trajectories, especially focusing on youth residing in rural settings.

Bæck is research group chair of the research group “Space and Time in Education”. She is involved in several international research networks and was chair of ERNAPE from 2015-2017.

At present, Bæck is managing a research project on the interconnections between social practices of schools and students’ social and cultural resources in different contexts, titled “RUR-ED Spatial Inequalities and Spatial Justice in Education”.

Please see Bæck’s web site for further information and an overview of publications and projects.

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Stefano Castelli

Stefano Castelli, Diploma in Oriental Studies (Hindi), MA in Philosophy, Post-graduate specialization in Social Psychology, PhD in Psychology, is presently an associate professor of Work and Organisational Psychology at the Department of Psychology of the University of Milano-Bicocca.

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A Chartered Psychologist and Psychotherapist, he has joined the Academy after a long professional and entrepreneurial experience as a management consultant in large multinational companies, where he acted also as a trainer for managerial education. His work focused mainly on alternative dispute resolution, organisational re-engineering and managerial training in both public and privately owned organisations, with a special interest for merge & acquisitions. He has been extensively lecturing in Canada, USA, South America and in many European States.

Active in ERNAPE since the very early days, he served as President in 2011-2013, organised the Milano conference in 2011 and is the founder of the International Journal about Parents in Education. In the field of Home School Community Partnership his main research interests are on teachers’ stress, on integration of migrants, and on the ethical and epistemological foundations of this Partnership. He favours mixed-method studies, where quantitative techniques mingle together with statistical analysis of textual data and other qualitative approaches. He has done field work with street children in Guatemala and India.

Continuing an early, but still ongoing interest for Indian cultures and for their interconnections with current neoliberal trends, his most recent publications include the curatorship of Yoga, teoria e pratica (Yoga, theory and practice), 28 voll. Milano: RCS/Corriere della Sera, 2017-2018, probably the most extensive work ever published in the subject.

 

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Gill Crozier

Gill Crozier is Professor of Education, former Director of the Centre for Educational Research in Equalities, Policy and Pedagogy (2012-2015), School of Education, University of Roehampton, London, UK, a Fellow of the Royal Society of Arts and currently Chair of the European Research Network About Parents in Education 2017-2019.

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As a sociologist of education she has researched and written extensively about parents/families and school relationships, young people in urban schools, and access to and participation in higher education. Her work is underpinned by a deep concern for social justice and is informed by the analysis of race, class and gender and the ways these social locations and identities intersect and impact on life chances.

Recent publications:

  • Changing Pedagogical Spaces in Higher Education. Diversity, Inequalities and Misrecognition (2017). London and New York: Routledge. SRHE series. https://www.routledge.com/products/9781138917217
  • Race Matters: urban education, globalisation and the 21st century. In William Pink and George Noblett (eds) (2017) The International Handbook on Urban Education. Springer Publications
  • Peer relations in higher education: raced, classed and gendered constructions and Othering (2016) Whiteness Journal. Download citation
  • Schools and Family Relationships: engaging with diversity, enriching young people’s educational experiences. In H. Jacques, C. Timmerman, et al. (eds) (2016) Youth in Education. The necessity of valuing ethnocultural diversity London and NY: Routledge. http://berarespectingchildren.wordpress.com/

 

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Ida Karen Danneboe

Karen Ida Dannesboe, PhD, ass. Professor at Aarhus University, Denmark.

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Her main research interests concern the relationships between children, family and the state. She has done ethnographic studies of children, school and family and is currently involved in a research project on families and early childhood education and care institutions. She is co-editor of the book “Doing good parenthood – ideals and practices of parental involvement” (2016).

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Eddie Denessen

Eddie Denessen is professor of Socio-cultural Diversity and Differentiation in Education at Leiden University and associate professor of Educational Sciences at the Behavioural Science Institute at Radboud University, Nijmegen.

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Eddie Denessen got his PhD in 1999 on sociocultural differences in attitudes towards education in the Netherlands. He focused on the relations between social class backgrounds, religious and political values with perceptions of ‘good education’. These relations can help to understand processes of choice, selection, segregation, inclusion and exclusion in schools.

After his PhD, he developed his expertise in various related domains, such as educational inequalities, teacher expectations, differentiation in schools and classrooms, school choice, cultural ethnic segregation, and parental involvement in education. He has published several empirical research papers, book chapters, conference papers, and a review study on parental involvement, the effects on student outcomes and school and teacher effects on parents’ involvement that was funded by the Netherlands Organisation for Scientific Research.

In his research, he applies multidisciplinary analyses of education, with a focus on the societal effects of day-to-day education practices. His work is rooted in theories on educational inequalities, scientific pragmatism and sociocultural and critical theory. In his empirical work he employs quantitative and qualitative research methods.

Since 2018, he is chair of the Education & Society division of the Dutch Education Research Association.

Eddie Denessen participated in most of the ERNAPE conferences. In his contributions he addressed implications of culture differences in education parental involvement and educational policies, effects of teachers’ perceptions of parents’ involvement on academic achievement, interactions in parent-teacher conferences, and teacher education for parental involvement.

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Limin Gu

Limin Gu is an associate professor and works as a senior lecture at the Department of Education of Umeå University, Sweden.

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She obtained a Bachelor’s degree in Education at Zhejiang University in China and worked as a lecturer at the same university before moving to Sweden. She received her PhD degree at Umeå University in Sweden. Her main research interest is home-school cooperation and parental involvement in education, and the pedagogical use of ICT in different educational settings. Hercurrent research projects deal with ICT applications in home-school cooperation in Swedish schools that aim to explore and gain knowledge about the changing patterns and characteristics in relationship between family and school, home-school communication and parental involvement supported by digital technologies. Design, implementation and evaluation of the use of various digital technological tools to improve online teaching and learning in higher education is an another area of interest that combines her teaching and research. She is also the convener of the Nordic network “Families, institutions and communities in educational contexts” affiliated to NERA.

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Raquel-Amaya Martinez-Gonzalez

Dr. Raquel-Amaya Martínez González is Professor of Research Methods and Assessment in Education in the Department of Education Sciences of the University of Oviedo (Spain). Coordinates the Research Group “Educational Intervention in the Family, the School and the Social field (IEFES).”

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Priority research lines:
1) Positive Parenting, 3) School-Family-Community Partnerships; 3) Emotional Education. In these lines she develops international and national projects and publications.

She has received the National Award for Educational Research from the Ministry of Education and Science for her research on the educational processes that take place in the family and its impact on the education and academic performance of the children.

She also received the José Lorca Award for the Defense and Protection of Children’s Rights granted by the Principality of Asturias for her Program-Guide for the Development of Emotional, Educational and Parenting Competences, published by the Spanish Ministry of Health and Social Policy, General Directorate of Social Policy, Families and Children.

  • Member of the Expert Group on Positive Parenting of the Spanish Ministry of Health, Social Services and Equality and of the Spanish Federation of Municipalities and Provinces (FEMP).
  • Member of the European Research Network About Parents in Education (ERNAPE) (www.ernape.net), and the International Network of Scholars on School-Family-Community Partnerships (INET), USA, (http://www.csos.jhu.edu/p2000/center.htm).
  • Convenor of the European Educational Research Association (EERA) in the Network on Communities, Families, and Schooling in Educational Research (http://www.eeraecer.de/networks/network14/convenors/).

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Maria Mendel

Maria Mendel is Professor at the University of Gdansk, where she chairs Department of Social Pedagogy. She is involved in the ERNAPE, working as its Chair (2019-2021) and member of the Steering Committee since 1999.

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She chaired the ERNAPE conferences organized in Gdansk (Poland) twice in 2003 and 2019. Her work focuses on social pedagogy, sociology and philosophy of education through a perspective which she identifies as pedagogy of place. She has conducted research on place-conscious educa­tion and citizenships (i.e. parents’ spots in schools), memory-place and identity (among others: parental identity), spatial  democracy and parent engagement. Recent work includes studies on pedagogy of common places, urban studies focused on educational aspects of commonality, and politics of parent engagement.

Recent publications

Mendel M. (2019): The spatial ways democracy works: On the pedagogy of common places. Why, why now? Research in Education,  vol. 103(1)
https://journals.sagepub.com/doi/10.1177/0034523719839743

Mendel M.(ed., 2019): Parent Engagement as Power: Selected Writings, Gdansk-Warsaw: Wolters-Kluwer, University of Gdansk Press

Mendel M.(2020): Education is Power and Parents are Force. International Journal about Parents in Education, Special Issue: Parent Engagement as Power, Maria Mendel (ed.), Vol.12, no. 1 http://www.ernape.net/ejournal/index.php/IJPE/article/view/367/275

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Helen Phtiaka

Helen Phtiaka graduated in 1982 from the School of Philosophy, University of Athens, Greece. Supported by the National Scholarships Foundation, she earned an M.Sc. in Psychology from the University of Stirling, Scotland and a Doctorate in Sociology of Education from the University of Cambridge, England.

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Her thesis concerned a comparison between deviance patterns within and without mainstream educational settings, which was a new approach for the UK, bridging for the first time Special and Mainstream Educational settings and combining traditional psychological and sociological research methodology. In 1989 she became a Research Fellow at the Centre for Educational Development Appraisal and Research, (C.E.D.A.R.), University of Warwick, England. She moved to Cyprus in 1992 to take up a lectureship in the Department of Education, University of Cyprus and is one of the founding academic members of the University. In 2003 she became an Associate Professor in Inclusive Education and in April 2008 was elected Associate Dean for the School of Social and Educational Sciences, a post she still holds today. Her research and teaching in School Diversity, Inclusive Education and Educational Policy has broken new ground in the area and has set the relevant educational policy and research agenda in Cyprus for the last 20 years. Her former students hold University posts in Cyprus and abroad.

Research Interests 

  • Special and Inclusive Education
  • Educational Policy and Social Justice
  • Partnership in Education
  • Qualitative Research Methodology

Selected Publications 

  • Symeonidou, S. & Phtiaka, H. (2012) Teacher Education for Inclusion: from Research to Praxis, Athens: Pedio (in Greek)
  • Kouppanou, A. & Phtiaka, H. (2009) From the margin to the typhoon’s eye: The Education of the Deaf in Cyprus, Athens: Pedio. (in Greek).
  • Phtiaka, H. (ed.) (2008) Do join us for a cup of coffee: Home-school relations at the edge of difference, Athens: Taxideutis, (in Greek).
  • Phtiaka, H. (ed.) (2007) Special and Inclusive Education in Cyprus, Athens: Taxideutis, (in Greek).
  • Phtiaka, H. (2006) From separation to integration: parental assessment of state intervention, International Journal of Sociology of Education, Vol.16, No. 3, pp. 175 – 189.
  • Phtiaka, H. (2003) The Power to exclude: Facing the challenge of Inclusive Education in Cyprus, International Journal of Contemporary Sociology, Vol. 40, No. 1, pp. 139-152.
  • Phtiaka, H. (2002) Teacher Education for a new world, International Journal of Sociology of Education, Vol. 12, no. 3, pp. 355-376.
  • Phtiaka, H. (2001) (guest editor) Special Education in the Mediterranean, Special Issue of the Mediterranean Journal of Educational Studies on Special Education, Vol. 6 (2).
  • Phtiaka, H. (1999) Disability, Human Rights and Education in Cyprus, in Barton, L. & Armstrong, F. (eds) (1999) Disability, Human Rights and Education: Cross Cultural Perspectives, Milton Keynes: Open University Press.
  • Phtiaka, H. (1997) Special kids for special treatment? How special do you need to be to find yourself in a special school? London: Falmer Press.

 

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Birte Ravn

Birte Ravn, senior research professor, retired.
Ph.D. Cultural Sociology and Education
Department of Educational Anthropology
Danish University School of Education

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Main research areas:

The relationship between parents, children, teachers and the local community within a Danish and International comparative framework. This has in particular been concerned about the cultural context of learning and education; the affective dimensions of learning; teacher professionalisation.

1994 Founder of The European Research Network of Parents in Education (ERNAPE) and the Nordic one (NORNAPE). Chair of these until 2005

Main research (and development)projects:

  • 1978 – 1980: The Task of Teachers and Schools to inform and co-operate with Parents
  • 1983 – 1987: Co-operation between Parents and Teachers – a Challenge to Teachers
  • 1987 – 1991: Schools as local Cultural Centres – a nationwide development project
  • 1994: The locally Anchored School
  • 1998 – 2000: “Education and National Culture: a comparative study of pupil attitudes to secondary schooling in England, France and Denmark” (ENCOMPASS) together with English and French researchers. See “A World of Difference? Comparing Learners Across Europe
  • 2006-2012: “School-home co-operation, a cultural given – a multi-sited ethnografic study” (Who called it co-operation? Only in Danish)

Some publications:

  • 1994: Expectations about Parents in Education (Ravn/A. Macbeth edit.) EPA publication (not available any longer?)
  • 1995: “Involving children and Parents” in Children’s Services: Chaping up for the Milleniu¬m. Supporting Children and Families in the United Kingdom and Families in the United King¬dom and Scandinavia. Edit. B. Cohen and U. Hagen, University of Edinburg
  • 1996: “Current Trends in Political and Pedagogical Conditions for Family, Community and School Partnerships in Europe” in Challenges to European Education: Cultural Values, National Identities, and Global Responsibilities. Edit. Thyge Winther-Jensen. Peter Lang, Europäischer Verlag der Wissenschaften.English preface, introduction and summary to the Nordic anthology: “Between home and school – A democratic democratic community of interest?” – Editors of the Nordic anthology: “Mellem hjem og skole 2 – Er et demokratisk fællesskab muligt?”: P. Arneberg and Birte Ravn. (1995, 1996) Unge Paedagoger.
  • 2002: “The Cultural Context of Learning and Education in England, France and Denmark – as a basis for understanding educational change” Journal of Educational Change, 3: 241-261. Kluwer Academic Publish
  • 2003: “A World of Difference? Comparing Learners Across Europe” (Osborn, M. et al. Open University Press)
  • 2007: Learning Beyond Cognition (Kryger & Ravn) Danish University Press
  • 2012: Hvem sagde samarbejde? Et hverdagslivsstudie af skole-hjem_relationer. Dannesboe, Kryger, Palludan, Ravn. Århus Univerrsitetsforlag

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Loizos Symeou

Loizos Symeou is Professor in Sociology of Education at the European University Cyprus. 

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He is the Vice-Rector of Academic Affairs of the university. He holds a Ph.D. in Education from the University of Cambridge. His areas of interest and publications are in the sociological investigation of school-parent-child relationships and how these link to cultural and social capital theory.  Recent work includes studies on homework, on the school experience of Roma children and families, and family involvement in higher education.

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Pedro Silva

Pedro Silva, Ph. D. in Sociology of Education, is Associate Professor at the School of Education and Social Sciences, Polytechnic Institute of Leiria, Portugal.

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His research interests lie in the areas of school-family relationships, sociology of education, intercultural education and mediation, ethnography, and ICT and education.

He is author/co-author of several books and scientific papers in the field of school-family relationships. He is member of the Steering Committee of ERNAPE (European Research Network About Parents in Education) and Co-Convenor of Network 14 (Communities, Families, and Schooling in Educational Research) of EERA (European Educational Research Association).

He is also a member of the following research centres: CIIE (University of Porto), and CICS.NOVA.IPLeiria (Universidade Nova de Lisboa/Polytechnic Institute of Leiria).

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Maria Adelina Villas-Boas

Professor Emerita Unniversiity of Lisbon, Portugal.

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Director, Master on Intercultural Education at the Scchool of Psychology and Sciences of Education, where she has lectured for more than twenty years, Researcher at the Institute of Education of the same University.Pedagogical supervisor of the Ministry of Education.
Member of the Scientific Board of School of Education “Joao de Deus”.
Chair of the 9th ERNAPE Conference in Lisbon in 2013. President of ERNAPE from 2013 until 2015.
University of Lisbon, Portugal, Ph. D. in Sciences of Education.
Boston University, U.S.A. Master of Education.
Author of several books and inumerous articles on Parental Involvement, Home~School Relationships and Literacy Development, published in five different countries. Guest Editor of the IJPE, 2013, vol.7, N2 on Families, Schools and Communities: New Trends for a Future with Equity.

 

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