From"Shallow Cooperation"to"Boundary Crossing":Empowering Family-School-Society Collaborative Education through After-School Services in Shanghai Practice
Family-school-community collaborative education is not only a crucial policy orientation in contemporary compulsory education reform but also a pivotal means for establishing a conducive educational ecosystem.After-school services,as a significant arena for family-school-community collaboration,exhibit boundary object characteristics that imbue family-school-community collaborative education with heightened dynamism and potential.This paper,employing boundary crossing theory as an analytical framework and drawing on investigations into after-school service practices across three districts of Shanghai,reveals that Shanghai has achieved initial"dual boundary crossing"in after-school service practices within the compulsory education sphere.On one hand,pivotal strategies such as soliciting familial needs,fostering parental involvement,empowering parents with equitable discourse rights,and supporting teachers'professional development have transcended the boundary between family and school,fostering regular cooperation between these entities.On the other hand,key initiatives such as pooling external resources,harnessing digital technology,mobilizing community resources,and facilitating teachers'professional growth have traversed the boundary between school and society,facilitating fruitful collaboration between educational institutions and broader societal stakeholders.Nonetheless,challenges persist,and the family-school-community relationship within after-school services generally remains in a phase of"surface-level cooperation."To fully unlock the boundary-crossing potential of after-school services,it is imperative to reorient the functional focus of after-school services,transitioning from mere supervision to enhancing students'holistic development,thus achieving profound boundary crossings in functional roles.Furthermore,concerted efforts should be made to elevate after-school services as a primary domain of family-school-community collaborative education,seamlessly integrating elements of family and community education guidance into after-school programs,thus effecting innovative boundary crossings in institutional realms.Boldly overcoming existing institutional barriers and establishing mechanisms for coordinated after-school service development among diverse institutions and departments are essential for realizing transformative boundary crossings in institutional structures.Ultimately,this endeavor will establish a new paradigm of after-school services empowering family-school-community collaborative education,characterized by"government leadership,delineation of rights and responsibilities,specialized functions,robust safeguards,and collaborative governance."
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