Moving from 'Talking To' Towards 'Learning With': Stories of International Schools' Partnerships With Parents in Hong Kong

This research examines the perceived reality of family–school partnerships in Hong Kong international schools. It builds on Epstein’s work through a phenomenological, story constellation approach. While related concepts of education have expanded over time, the way schools interact with parents has not. Rather than a policy or program, family–school partnership is a willingness to share power; to move to a new paradigm of communication where trust is evident, all stakeholders’ input is valued and their voices are heard. This research has created a new template for family–school partnerships especially within the international school contexts and the schooling paradigms associated with such contexts.