This book draws together analysis of class, gender, ethnicity and processes of migration in the context of family-school relationships. It provides an original analysis of the role of class as gendered and ethnicised in the explanation of the reproduction of educational inequalities. This bookâs analysis of class is developed through insights into how class, gender, ethnicity and religion are interrelated and connected to patterns of advantages and disadvantages in transnational flows. It explores parental involvement in childrenâs education in the migratory context as a key site for the analysis of social class positioning and repositioning, focusing on a group of migrant Muslim mothers living in Australia. This book sheds lights on the interconnection of class, gender, ethnicity and religion embedded in migrant mothersâ lives and the roles of these facets in regard to the education of their children. Delving into Muslim migrant mothersâ practices and beliefs concerning their involvement provides new understanding of how support of childrenâs education is shaped by the process of migration along with the neoliberal reforms of education systems and in particular repositioning of social class.
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