Education, parenting and family: The social geographies of family learning

Wainwright, Emma; Marandet, Elodie

doi:10.1002/berj.3262

Cited by 19 publications

(12 citation statements)

References 40 publications

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“…The new educational pastorate translates discourses of responsibilisation and pedagogicalisation into parents' life worlds and serves as a crucible out of which neoliberal parental subjects are formed. The paradox, however, is that this is both coercive and empowering (Wainwright and Marandet 2017). Link workers can and do provide a valuable service for parents, and the latter genuinely appreciated their guidance and support.…”

Section: Discussionmentioning

confidence: 99%

The New Educational Pastorate: Link Workers, Pastoral Power and the Pedagogicalisation of Parenting

Fretwell

2020

Genealogy

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Home-school relations, home learning and parental engagement are prominent educational policy issues, constituting one aspect of a wider parenting support agenda that has suffused the landscape of social policy over the last two decades. This article examines a parenting support initiative distinctive for its use of link workers in mobilising ‘hard to reach’ parents to engage more effectively with their children’s education. Drawing on qualitative data gathered during the evaluation of the initiative, the article frames link worker–parent interactions as a form of everyday government and pastoral power. Link workers constitute a new educational pastorate; through friendship, care and control they exercise pastoral power over parents. Building on recent research into the role of ‘pastors’ in producing neoliberal subjectivities within the National Health Service, the article foregrounds their efforts to foster responsible, self-disciplined agency in parents. Link workers, it is argued, contribute to a responsibilisation and pedagogicalisation of the family, which has produced new figures of mothering/parenting, reconfigured the meaning of the home and extended the scope of state intervention into family life.

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Section: Discussionmentioning

confidence: 99%

The New Educational Pastorate: Link Workers, Pastoral Power and the Pedagogicalisation of Parenting

Fretwell

2020

Genealogy

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“…Several sources in the literature under review here describe how a return to learning in a primary school setting can be a barrier for participants in family learning (Brassett-Grundy, 2001;Kwan & Wong, 2016;Lexmond, Bazalgette, & Margo, 2011;Moriarty, 2001;Wainwright & Marandet, 2017;West, 2005). Angela Brassett-Grundy (2001) surveyed nonparticipating parents to find out why they chose not to engage in an intergenerational learning program and found a common reason was a previous unhappy experience of learning at school and concern about entering a formal educational space.…”

Section: Deficit Perceptionsmentioning

confidence: 99%

Authentic Family Learning: Reconceptualizing Intergenerational Education Initiatives in Jamaica and England Through Cross-Cultural Conversation

Hardacre¹,

Kinkead-Clark²

2019

J Child. Stud.

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Charlotte Hardacre is a lecturer in the Department of Health, Psychology, and Social Science at the University of Cumbria, where she has been a faculty member since 2014. She teaches a range of undergraduate modules on the Working with Children and Families degree program, with a focus on early childhood education and intergenerational learning. She is also a family learning practitioner, facilitating courses in primary schools in which children and adult family members learn together. Charlotte is conducting doctoral research in this field to understand the role of authenticity in family learning.Zoyah Kinkead-Clark is an early childhood lecturer at the University of the West Indies, Mona. She is keenly interested in how children are shaped by their experiences in the home and how educators build on these experiences in the classroom. She was a kindergarten teacher for several years, and her current research focus explores how young children, particularly those from lowresource regions, can be provided with greater opportunities to successfully meander the crucial first five years of life, especially in light of the significant challenges many of them face.

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“…However, it is the dominant norms of ‘good’ parenting that structure and direct this government of the self (Wainwright & Marandet, ; Jensen, ); norms invariably modelled on middle‐class parenting practices (Lawler, ; Gewirtz, 2001). The ‘good’ parent is the responsible parent: the parent for whom child‐rearing represents a future investment, who carefully plots and plans to ensure that their child has the best possible outcomes (Vincent & Maxwell, ).…”

Section: Challenging Conductmentioning

confidence: 99%

Governing through trust: Community‐based link workers and parental engagement in education

Fretwell

Osgood

O'Toole

et al. 2018

British Educational Res J

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This article seeks to further understandings of contemporary patterns of parental government. It explores the politicisation of family life by examining a pilot programme tasked with enhancing parental engagement in education amongst ‘hard‐to‐reach’ families within the white British community of a large inner‐London borough. Focusing on the programme's signature device—the deployment of community‐based ‘link workers’ to bridge home and school—‘governmentality’ is used as a theoretical lens through which to foreground the link workers’ role in governing parents. We draw on qualitative data collected from link workers, parents and school leaders, to argue that link workers represent a mode of governmentality that privileges the instrumental use of trust to achieve strategic objectives, rather than coercive authority. The aim is to produce responsible, self‐disciplined parents who act freely in accordance with normative expectations as to what constitutes ‘good’ parenting and effective parental support. As such, the article highlights the link workers’ role in (re)producing the ideal, neoliberal parent. However, governing through trust comes at the cost of being unable to firmly secure desired outcomes. We thereby conclude that this gentle art of parental government affords parents some latitude in resisting institutional agendas.

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Education, parenting and family: The social geographies of family learning

Cited by 19 publications

References 40 publications

The New Educational Pastorate: Link Workers, Pastoral Power and the Pedagogicalisation of Parenting

The New Educational Pastorate: Link Workers, Pastoral Power and the Pedagogicalisation of Parenting

Authentic Family Learning: Reconceptualizing Intergenerational Education Initiatives in Jamaica and England Through Cross-Cultural Conversation

Governing through trust: Community‐based link workers and parental engagement in education

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