Hlas náhradních rodičů při spolupráci rodiny a školy
The parental voice of foster parents in family-school collaboration

Summary/Abstract: This study aims to conceptualise the parental voice of foster parents in the context of collaboration between families and schools. It focuses on how foster parents talk about their responsibility in relation to the school and the child’s education, how they describe their experiences of collaboration with the school, and how they articulate and defend their parental voice within institutional interactions with the school. The research was conducted using a qualitative case study design. The empirical data consist of repeatedly conducted qualitative interviews with foster parents carried out since 2018 within the framework of a long-term research relationship with the family. The participants were foster parents caring for two children from their extended family. The analysis is based on an interpretative approach focused on meaning constructions and recurring patterns of experience, which were subsequently conceptualised into analytical categories. The findings show that the parental voice is constituted as a voice of responsibility that is experienced in relation to the school as unrecognised, yet simultaneously claimed as legitimate. The study suggests that the problem of collaboration does not lie in the absence of parental voice, but in the conditions of its institutional recognition. It thus contributes to an understanding of parental voice as a dynamic, relationally and institutionally conditioned process.

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