Abstract

This study develops a theory of parental engagement by exploring the perspectives of both parents and practitioners within a socio-economically disadvantaged area in Dublin, Ireland. Using Constructivist Grounded Theory, data were generated through focus groups with participants involved in the family literacy programme Breakfast Buddies. Analysis resulted in the development of a substantive theory, The Dance of Engagement, which conceptualises parental engagement as a relational, non-linear, and co-constructed process. The findings identify three foundational tenets—safety, equality and trust—as essential conditions underpinning effective parental engagement. Four interconnected categories describe how engagement unfolds in practice: choosing to engage, co-creating engagement, connecting to engage and sharing. These categories illustrate how engagement is initiated, sustained and extended beyond programme settings into home and community contexts. The study demonstrates that personalised practitioner approaches, relational environments and shared ownership of engagement processes support greater parental confidence, sustained participation and reciprocal learning between parents and practitioners. The resulting theory challenges deficit-oriented and participation-based models of parental engagement by focusing on collaboration and contextual responsiveness. The Dance of Engagement offers a theoretically grounded framework with clear implications for policy and practice, particularly for designing inclusive family literacy practices to improve outcomes for children and families in disadvantaged communities.

IPC Classification

Keywords