"Any Advice is Welcome Isn't it?": Neoliberal Parenting Education, Local Mothering Cultures, and Social Class
"Any Advice is Welcome Isn't it?": Neoliberal Parenting Education, Local Mothering Cultures, and Social Class
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“欢迎任何建议，不是吗？”：新自由主义育儿教育、当地母亲文化和社会阶层
DOI：
10.1068/a45457
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
Holloway S
中科院分区：
文献类型：
--
作者：
Holloway S
地理学家对新自由主义的教育结构调整表现出极大的兴趣，因为全球北方的国家都试图通过发展技术人口来应对经济变革的挑战。现有的研究提供了一个新自由主义国家寻求通过自己的学习塑造个人公民的方式进行广泛的分析。现在需要更多地注意新的和不断发展的方式，使他们能够影响未来公民工人的培养环境。本文重点介绍了在经合组织国家日益增长的育儿教育。社会科学批评认为，育儿课程是育儿专业化的一部分，它试图将中产阶级的习俗强加给工薪阶层的父母，同时育儿已被毫无疑问地视为一种与环境无关的技能。本文采用定量和定性的数据来探讨不同社会阶层的父母对亲职教育的态度，跟踪这些方式出现在特定的社会空间背景。本文揭示了当地基于阶级的文化的重要性，在影响个别母亲的态度育儿类，并在不同的社会经济社区的新自由主义政策的实施成功。最后，本文强调：地理研究到新兴的教育形式的重要性;与新自由主义教育政策的主题，因为他们的态度影响其在实践中的实施参与的价值;和需要设置在其更广泛的地理背景下的教育提供，因为这可以塑造成功的政策交付和通过教育机构。
Geographers have shown considerable interest in neoliberal educational restructuring as states across the Global North have sought to respond to the challenges of economic change through the development of a skilled population. Existing research provides a wide-ranging analysis of the ways neoliberal states seek to shape individual citizens through their own learning. Greater attention now needs to be paid to new and developing ways in which they seek to influence the context in which future citizen-workers are raised. This paper focuses on parenting education which is growing across OECD countries. Social science critiques suggest that parenting classes are part of a professionalisation of parenting which has sought to impose middle-class mores on working-class parents, at the same time as parenting has been unwarrantedly cast as a context-free skill. This paper uses quantitative and qualitative data to explore the attitudes of parents of different social class positions to parenting education, tracing the ways these emerge in and through particular sociospatial contexts. The paper reveals the importance of local class-based cultures of mothering in influencing both the attitudes of individual mothers to parenting classes, and the success of neoliberal policy implementation in diverse socioeconomic neighbourhoods. In conclusion the paper emphasises: The importance of geographical research into newly emerging forms of education; the value of engaging with the subjects of neoliberal education policy because their attitudes influence its implementation in practice; and the need to set educational provision in its wider geographical context, as this can shape the success of policies delivered in and through educational institutions.