Parental involvement in children's learning: Mothers' fourth shift, social class, and the growth of state intervention in family life
Parental involvement in children's learning: Mothers' fourth shift, social class, and the growth of state intervention in family life
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父母参与儿童学习：母亲的第四次转变、社会阶层以及国家对家庭生活干预的增长
DOI：
10.1111/cag.12014
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发表时间：
2013
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
全球北方的民族国家正在重组他们的教育体系。这一过程改变了学校和家庭之间的关系，父母越来越多地参与到孩子的教育中来。本文探讨了不同社会阶层的母亲对国家试图让她们参与小学学龄儿童（4-11岁）教育的看法，并考虑了她们在学校课程活动中的经验，这些活动旨在鼓励和指导她们帮助孩子在家学习。母亲对这种形式的教育重组的支持是普遍的，但参与的动机和经历在高、中、低收入学校之间差异很大。这一点很重要，因为父母的参与不仅增加了母亲的工作量——在现有的有偿劳动、家务劳动和她们自己的教育/培训需求上增加了第四次转变——而且还可能扩大社会不平等，因为中产阶级的孩子可能比工人阶级的孩子受益更多。最后，本文强调了教育地理学的必要性：探索家长参与教育的性别和阶级；在不同学习场所之间日益增长的联系的背景下，追踪部门不断变化的空间性；并产生既向内看教育系统，又向外看其在更广泛的社会中的重要性的地理。
Nation states across the global North are restructuring their education systems. This process has changed the relationship between school and home, with an increasing onus being placed on parents to involve themselves in their children's education. The article explores what mothers with different social class positions think about state attempts to enrol them in the education of their primary‐aged children (ages 4–11), and considers their experience of school curriculum events designed to encourage and guide their help for children's learning within the home. Mothers’ support for this form of educational restructuring is widespread, but motivations for, and experiences of, involvement vary significantly between higher‐, middle‐ and low‐income schools. This matters as parental involvement not only increases mothers’ workloads—adding a fourth shift to the existing demands of paid labour, domestic work, and their own education/training—but also risks widening social inequality as middle‐class children potentially benefit more than their working class counterparts. In conclusion, the article emphasizes the need for geographies of education to: explore parents’ gendered and classed engagement with education; trace the sectors’ changing spatiality in the context of growing links between different sites of learning; and produce geographies that look both inward into the education system and outward at its importance in wider society.
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