Breaking the Silence: Providing Authentic Opportunities for Parents to be Heard

Within Western society over the past 30 years a vivid picture has emerged of exactly what a ‘good parent’ looks like. This ideal parent works hard in order to contribute to the economic wellbeing of the nation at the same time as having abundant time for the nurture and educational development of their child. This parent does not question or challenge, but rather silently supports the superior knowledge of researchers, policy makers and educationalists. This parent is ‘valued’ as the child’s first educator, yet, we argue in this piece, has no voice. In this literature-based article we explore the silencing of parents within educational systems and look at the possibility of creating more authentic partnerships between them and educational settings. We challenge notions of parental conformity and instead encourage educational cultures where parents are invited to suggest and challenge, inspire and educate. We look at ways of opening positive channels of communication between parents and educationalists, where knowledge and perceptions of quality can be genuinely shared, recognising and respecting the multiple dimensions of school and family life

Youth–adult partnership: exploring contributions to empowerment, agency and community connections in Malaysian youth programs

Youth–adult partnership (Y–AP) has emerged as a key practice for enacting two features of effective developmental settings: supportive adult relationships and support for efficacy and mattering. Previous studies have shown that when youth, supported by adults, actively participate in organizational and community decision-making they are likely to show greater confidence and agency, empowerment and critical consciousness, and community connections. Most of the extant research on Y–AP is limited to qualitative studies and the identification of organizational best practices. Almost all research focuses on Western sociocultural settings. To address these gaps, 299 youth, age 15 to 24, were sampled from established afterschool and community programs in Malaysia to explore the contribution of Y–AP (operationalized as having two components: youth voice in decision-making and supportive adult relationships) to empowerment, agency and community connections. As hypothesized, hierarchical regressions indicated that program quality (Y–AP, safe environment and program engagement) contributed to agency, empowerment and community connections beyond the contribution of family, school and religion. Additionally, the Y–AP measures contributed substantially more variance than the other measures of program quality on each outcome. Interaction effects indicated differences by age for empowerment and agency but not for community connections. The primary findings in this inquiry replicate those found in previous interview and observational-oriented studies. The data suggests fertile ground for future research while demonstrating that Y–AP may be an effective practice for positive youth development outside of Western settings