School-family collaboration and the meaning that school administrators assign to educational success
What does the concept of educational success mean to school administrators who manage schools from the wings? Inspired by critical ethnography of education, the inductive analysis of data collected from school administrators in the canton of Fribourg, Switzerland shows their support for the concept of educational success, despite having no connection with institutional prescriptions. Yet the application of their vision meets with resistance from some parents and teaching staff. This critical analysis explored the appeal, at least on the surface, of the concept of educational success. We examined the risk that a partial vision of educational success, focused on family action, may lead schools to close their eyes to how it can fuel inequality.