Muslim Fathers and Mistrusted Masculinity in Danish Schools

This book explores Muslim migrant fathers' experiences of home-school cooperation in Danish schools by challenging the "mistrusted masculinity" stereotype. It uses Geertzian "thick description" to examine the complex interplay of assumptions, misunderstandings, and unintended effects in micro-interactions between fathers and teachers.

Format: Hardback
Length: 259 pages
Publication date: 17 March 2023
Publisher: Springer International Publishing AG

This book aims to provide a more profound understanding of the experiences of Muslim migrant fathers in Danish schools regarding home-school cooperation by identifying and challenging the phenomenon of "mistrusted masculinity." This term encompasses a negative stereotype of Muslim migrant men that is prevalent in political and media discourse, portraying them as controlling and patriarchal. Throughout the ethnography, migrant fathers confront this stereotype and articulate the challenges they face in striving to be recognized as good fathers by their children's schools. Jørgensen employs Geertzian "thick description" to examine the intricate interplay of often-untested assumptions, misunderstandings, and unintended consequences that arise in the micro-interactions between fathers and Danish teachers.

The book begins by exploring the historical and cultural contexts that shape the experiences of Muslim migrant fathers in Denmark. It highlights the challenges they face in integrating into Danish society, including discrimination, marginalization, and language barriers. Migrant fathers are often portrayed as threats to national security and social stability, leading to widespread prejudice and discrimination against them.

Against this backdrop, the book seeks to understand the experiences of Muslim migrant fathers in Danish schools regarding home-school cooperation. It explores the various factors that contribute to their mistrust of the school system, including cultural differences, language barriers, and negative stereotypes. Migrant fathers are often perceived as being uninvolved in their children's education and as having limited knowledge of Danish culture and language.

The book also examines the challenges that migrant fathers face in navigating the home-school cooperation process. It highlights the lack of communication and coordination between parents, teachers, and the school administration, which can lead to misunderstandings and conflicts. Migrant fathers may also feel excluded from decision-making processes regarding their children's education, which can further exacerbate their mistrust of the school system.

To address these challenges, the book proposes several recommendations. It calls for increased cultural sensitivity and awareness among teachers and school administrators to better understand the experiences of Muslim migrant fathers. It also suggests the development of policies and practices that promote inclusivity and collaboration between parents, teachers, and the school administration.

Furthermore, the book emphasizes the importance of building trust between Muslim migrant fathers and the school system. It suggests the establishment of parent-teacher associations, community-based programs, and mentorship initiatives to facilitate positive interactions and relationships between fathers and teachers.

In conclusion, this book provides a valuable contribution to the understanding of Muslim migrant fathers' experiences in Danish schools regarding home-school cooperation. It challenges the phenomenon of "mistrusted masculinity" and highlights the need for greater cultural sensitivity, inclusivity, and collaboration between parents, teachers, and the school administration. By building trust and promoting positive interactions, the book aims to improve the educational outcomes of Muslim migrant children and contribute to a more inclusive and diverse Danish society.

Weight: 483g
Dimension: 210 x 148 (mm)
ISBN-13: 9783031216251
Edition number: 1st ed. 2023