Research on parent involvement has focused on such issues as power, dialogue and the reproduction of social differences, while descriptions of teachers and parents and their conversations in historical legislative texts have not received a great deal of attention. The analytical focus of Koselleck’s conceptual theory enables me to make a contribution to this field through my analysis of the object clauses and the changing descriptions of conversations, including the different perspectives of teachers and parents. I demonstrate how the description of the teacher’s role today is blurred and subject to cross-pressure, and how both inside and outside perspectives affect the roles of teachers and parents and their conversations.

Keywords: Parent involvement, conversation, role, responsibility, perspective