(En)Gendering Responsibilities: Experiences of Parenting a ‘Young Offender’

Holt, Amanda

doi:10.1111/j.1468-2311.2009.00572.x

Cited by 25 publications

(28 citation statements)

References 19 publications

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“…This has subsequently led to parents and home circumstances being held wholly accountable for the difficulties experienced by their children, such as inappropriate behaviour and low attainment, but also for wider issues like falling school standards and childhood obesity (Broadhurst, 2009;Clarke & Churchill, 2012;Day, Ellis, & Harris, 2012;Holt, 2009;Moran & Ghate, 2005;Peters, 2011). Frequent references are made to the perceived inappropriate and dysfunctional behaviour of parents when their children experience difficulties, with policy implying that these parents are bringing up their children 'without a moral framework' (Edwards, 2010, p. 64), and concerns have been raised regarding how parents are simplistically categorised into the polar opposites of good and bad (Reay, 2010).…”

Section: Introductionmentioning

confidence: 98%

‘Going the extra mile’: educational practitioners compensating for perceived inadequacies in the parenting of children with behavioural, emotional and social difficulties (BESD)

Broomhead

2013

Pastoral Care in Education

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Parents are frequently positioned in policy as blameworthy and lacking responsibility for their children's well-being. However, little research has considered how the socio-emotional needs of children are being addressed whilst attempts are being made to improve parenting. Based on interviews with 15 educational practitioners employed in mainstream and BESD schools, I illustrate how staff perceived pupils with BESD to experience chaotic home lives. Parents were viewed as failing to take responsibility for their children's development and socio-emotional well-being, and their parenting practices were frequently viewed as inappropriate. Educational practitioners consequently compensated for these assumed parental inadequacies to ensure the socio-emotional needs of pupils with BESD were addressed. This highlighted the intense pressure and multi-faceted role of practitioners, due to a moral obligation to support the socio-emotional well-being of their pupils. It questioned how the socio-emotional needs of pupils would be addressed if staff had not been so committed to addressing these issues, in addition to their key role as educator. The paper concludes by considering implications for policy and practice, with a particular focus on the need for further support for educational practitioners if they are to address the socio-emotional well-being of pupils within these circumstances.

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Section: Introductionmentioning

confidence: 98%

‘Going the extra mile’: educational practitioners compensating for perceived inadequacies in the parenting of children with behavioural, emotional and social difficulties (BESD)

Broomhead

2013

Pastoral Care in Education

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“…Although Van Wel argues that problem figurations are often internally logical and rational, it is interesting to note that the gendered figuration of much anti-social behaviour discourse, focusing on the lack of maternal instinct or lone female parents, was not accompanied by gendered forms of supportive intervention that addressed the challenges of mothers or realigned the roles and responsibilities of fathers (Evans, 2012;Holt, 2009;Churchill, 2007).…”

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confidence: 99%

Intensive Family Intervention and the Problem Figuration of ‘Troubled Families’

Ball

Batty

Flint

2015

Social Policy & Society

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This article examines how intensive family interventions in England since 1997, including the Coalition Government's Troubled Families Programme, are situated in a contemporary problem figuration of 'anti-social' or 'troubled' families that frames and justifies the utilisation of different models of intensive family intervention. The article explores how techniques of classification and estimation, combined with the controversial use of 'research' evidence in policy making are situated within a 'rational fiction' that constructs 'anti-social' families in particular ways. The article illustrates how this problem figuration has evolved during the New Labour and Coalition administrations in England, identifying their similarities and differences. It then presents findings from a study of intensive family intervention strategies and mechanisms in a large English city to illustrate how this national level discourse and policy framework relates to developing localised practice and the tensions and ambiguities that arise.

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“…Studies reveal that Parenting Orders are almost always given to mothers (Gelsthorpe, 1999;Holdaway et al, 2001;Henricson, 2003). This is seen by mothers as grossly unfair and unjust as their child committed the offence and in their view should be held responsible (Holt, 2009a). Within this gendered parenting/mothering discourse, there is no space for the mother to be constructed as a 'victim' of the child's violence; instead she is seen as failing to exercise proper parental control and, therefore, is portrayed as irresponsible and to blame.…”

Section: Indicating the Way Forwardmentioning

confidence: 99%