Interrogating Parent‐School Practices in a Market‐Based System. The Professionalization of Parenting and Intensification of Parental Involvement

Crozier, Gill

doi:10.1002/9781119083054.ch15

Cited by 15 publications

(7 citation statements)

References 39 publications

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“…In our province, a new Choice in Education Act (Government of Alberta, 2020) expands parents' right to support charter schools and protects private independent schools, signalling competition in which parents are key players. A neoliberal environment that incites individuals to secure not only success, but advantage for their children, has intensified parents' participation in schooling (Crozier, 2019).…”

Section: The Literature Contextmentioning

confidence: 99%

Texts, Lies, and Mediascapes: Communication Technologies and Social Media as Risk in the Educational Landscape

Pelkey

Stelmach

Hunter

2021

cjeap

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Studies have shown how digital communications impact administrators’ work, but few have looked at the reputational risks to school administrators incurred through social media and digital communications. This Alberta case study looks at risk through Kasperson et. al’s (1988) social amplification of risk framework for an exclusion room controversy. Twitter responses are analyzed and interpreted over a longitudinal, 5-year period. Despite school administrators’ perceptions that risk might be generated on social media from community-led, grass-roots sources, traditional figures and agencies such as provincial news media and politicians appear more influential than school administrators, teachers, or parents in the Twitterverse. Implications are drawn for educational administrative behaviour and policy.

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Section: The Literature Contextmentioning

confidence: 99%

Texts, Lies, and Mediascapes: Communication Technologies and Social Media as Risk in the Educational Landscape

Pelkey

Stelmach

Hunter

2021

cjeap

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“…The intensification of parenting is not a universally implemented model but a pervasive standard, influenced by the neoliberal ideology and policies (Crozier 2019). It has spread especially in the Anglophone world and in parts of Europe, but some studies have pointed out that the intensification of parenting is gradually becoming a truly global trend (Faircloth et al, 2013).…”

Section: Ehe: the Ideology Of Intensive Parenting And The Redefinition Of The Expertisementioning

confidence: 99%

The European Conference on Education 2021: Official Conference Proceedings

2021

ECE Official Conference Proceedings

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The shortage of highly-skilled ICT (information and communications technology) workers remains a serious and global concern. This paper reports on how to attract more computer science majors to job fields within ICT that are especially critical to economic growth, rather than how to solve the overall shortage. A qualitative preliminary study found that certain software-related aspects might play an important role when picking a job field. In order to generalize and validate these findings an online survey based on the Social Cognitive Career Theory was conducted. The data were analyzed and show that the software used in a prospective job does in fact have a positive influence on computer science majors' career choice when a technical usage of the software is pursued. A direct correlation exists between usage frequency of a software product and the willingness to take on a job in which the software is used. A modern user interface is an advantage when attracting computer science majors to specific job fields but other characteristics such as good functionalities and ease of learning seem to affect career choice much more. Further research will be required to determine which characteristics of a software are decisive.

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“…Specifically, these researchers (e.g. Crozier, 2019;Olmedo and Wilkins, 2017) argue neoliberal policies have encouraged, if not compelled, parents to engage as consumers of educational goods pursuing a competitive advantage for their children through the acquisition of additional experiences whether academic or extramural or what Lareau (2003) and others (e.g. Vincent and Maxwell, 2016) call "concerted cultivation."…”

Section: Social Mobility and Schoolsmentioning

confidence: 99%

“…Vincent and Maxwell, 2016) call "concerted cultivation." In this framing, "good" parenting becomes the accrual of resources to ensure their investments placed on their child materialize in the future (Crozier, 2019). In this way, there becomes "a gradual fusion between market and moral logics," (Doherty and Dooley, 2018, p. 552); a phenomenon called "Responsibilisation" (Shamir, 2008).…”

Section: Social Mobility and Schoolsmentioning

confidence: 99%

“…Additionally, while such investments may not directly curb primarily White middle and upper class parental vigilante orientation or use of extramural learning (e.g. see Crozier's (2019) work on reimagining parental involvement in schools to de-emphasize individuality and whiteness as a means of curbing such behaviours), if schools and teachers feel more empowered, and teaching and learning is enhanced, families may feel less inclined to look elsewhere for supplementary supports. As Vincent and Maxwell (2016) have pointed out, schools may also help to mitigate concerted cultivation by providing low-cost, high-quality extramural activities to poor children.…”

Section: Professional Capital As An Antidote To Neoliberal Policiesmentioning

confidence: 99%

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Rethinking social mobility in education: looking through the lens of professional capital

Major

Weiner

2020

JPCC

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PurposeThe purpose of this paper is to argue that current ways school systems have addressed social mobility is misguided at best and, at worst, hurts social mobility. Instead, we call for a focus on investment in teachers' professional capital as a primary lever for enhancing the likelihood they can effectively prepare and develop all children to lead successful lives after school. These arguments have become even more pertinent with the COVID-19 pandemic.Design/methodology/approachUsing contemporary research, and grounded in our collective decades of research in these areas, we define social mobility and document how the aim of improving it has become a central tenet of our governments' stated ambitions and the yardstick by which school systems' success is measured. We then show how the application of market-based approaches to schools and teachers' work has hindered social mobility and offer a new path forward.FindingsAfter 50 years of neoliberal policies incentivising individualistic and competitive behaviours, it is time to move towards policies that enhance professional capital and promote high quality collaboration between teachers. We call for a new path forward: a re-orientation to invest in teachers' capacity to realise the potential of education to improve the life prospects for all children, irrespective of their background.Originality/valueAs with so many issues, the COVID-19 pandemic has shone an intense light on the role of educators in society. There are credible concerns that economic and educational inequalities resulting from the crisis have the potential to trigger a fall in future social mobility levels. Yet this should also be seen as a new dawn for renewed thinking in which we seriously consider a shift away from neoliberal to professional capital policies to create an education system that nurtures teaching professionals, promotes collective behaviour and helps rather than hinders efforts to improve social mobility.

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Interrogating Parent‐School Practices in a Market‐Based System. The Professionalization of Parenting and Intensification of Parental Involvement

Cited by 15 publications

References 39 publications

Texts, Lies, and Mediascapes: Communication Technologies and Social Media as Risk in the Educational Landscape

Texts, Lies, and Mediascapes: Communication Technologies and Social Media as Risk in the Educational Landscape

The European Conference on Education 2021: Official Conference Proceedings

Rethinking social mobility in education: looking through the lens of professional capital

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