Using technology to facilitate partnerships between schools and Indigenous parents: A narrative review

Abstract

AbstractTechnological advances have the potential to support educational partnerships between schools and parents. While the positive benefits of technology for these partnerships have been reported in the literature, there is still incomprehension about how to best use this technology to meet the needs of Indigenous parents. Given the intergenerational impacts of colonisation, socioeconomic stress, structural barriers in schooling, and other critical challenges experienced by Indigenous parents, the use of technology as a tool for partnering with Indigenous parents requires careful consideration of their experiences. Therefore, the aim of this narrative review was to describe key attributes of the use of technology in home-school partnerships with Indigenous parents. Findings revealed that technology integration was beneficial to increasing Indigenous parental engagement, as it was connected to the wellbeing and future of Indigenous young generations. However, it could also exacerbate divide, raise cultural tensions, and bring undesirable consequences. Therefore, as a practical implication, schools should embed culturally appropriate approaches when adopting technology in their partnerships with Indigenous parents.