A historical perspective on the Albanian community reveals that its members have often faced discrimination and poorer living conditions even in their areas of origin. Migration to a new country presented additional challenges, including the necessity for parents to navigate a school environment that differed from the one they were familiar with.
For this master’s thesis, I conducted a qualitative study examining the involvement of Albanian-speaking parents in the Slovenian school system. The research focused on how and to what extent parents participated in the educational process, which factors facilitated their cooperation, whether they were informed about opportunities for co-decision making, what obstacles they encountered, and their expectations of the school institution. The sample was purposive and included at least one parent from six different families whose children attended Slovenian schools.
The research findings indicated that parents encounter various challenges, but supportive mechanisms help them overcome these challenges. A particularly important factor is the positive attitude of education staff, which fosters trust and motivation for participation. Nevertheless, there are opportunities for further improvement, with the role of the intercultural mediator emerging as a key systemic change. The study highlights the perspective of Albanian-speaking parents on the Slovenian school system and identifies elements that contribute to maintaining good practices while enabling further enhancements.
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