4. Working with Parents

Chapter 4 explores teachers’ relationships with the parents of their students. It provides a history of parents’ role in Ontario public schools - including residential schools and segregated schools. During the pandemic, as parents struggled with its effects on their personal and work lives, teachers found themselves taking on the roles of IT specialists, pedagogical coaches, and social workers, supporting parents in ways that were outside of their expertise. Here, Wenger’s theory with respect to professional identity within communities of practice is brought to bear on understanding teachers’ experiences.