Parental self-work

Aarsand, Liselott

doi:10.3384/rela.2000-7426.rela9025

Cited by 5 publications

(4 citation statements)

References 30 publications

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“…This is also corroborated by the findings of this study, through the participants' descriptions of the positive feedback from the elderly they helped. Parenting and pedagogical spaces have been investigated in the past (Aarsand, 2014), as have the positions of being responsible, involved and attentive in relation to children, and our study suggests that similar positions can also be experienced towards elderly parents or friends.…”

Section: Resultsmentioning

confidence: 69%

The ‘digital curious’: first steps towards a new typology for mapping adults’ relationships with others when using ICT

Bencivenga¹

2017

RELA

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Section: Resultsmentioning

confidence: 69%

The ‘digital curious’: first steps towards a new typology for mapping adults’ relationships with others when using ICT

Bencivenga¹

2017

RELA

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“…The discovery of previously unknown topics allowed learning and enrichment. In this way, children could participate in activities where learning can happen across multiple settings (Aarsand, 2014;Gawlicz, 2023). The mother of a child who participated in this research said:…”

Section: Research Resultsmentioning

confidence: 99%

A New Approach Towards the Acquisition of Democratic Skills in Children: Building Skills Through Training Therapy Animals

Kreivinienė,

Paone

2023

Tiltai

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This article offers an analysis of soft skills acquisition in children through animal training programmes within the framework of a two-year Erasmus+ project. The article overviews important aspects of shaping and introducing new approaches towards the acquisition of soft skills in children through animal training programmes. In this context, children participated in research in three countries (Lithuania, Belgium and Bulgaria), in three animal-assisted educational programmes: dolphin-assisted therapy, hippotherapy, and canine therapy. The results of the narrative analysis show a significant improvement in the skills of children, improving the quality of their relationships with themselves, with others, with animals, and with the environment. This reaffirms that exposing students to authentic, hands-on experience can significantly enhance their cognitive, social and emotional development. Moreover, the article shows that the process also increased the soft skills of teachers and of external actors involved in the process, reinforcing the importance of an open schooling approach as a way of improving all society. The article contributes to empirical evidence to support the integration of experiential learning into the pedagogical realm.

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“…Of particular note is Group 2: by framing changes in behaviours relating to settling, feeding and so on in terms of children's learning, these professionals were constituting parents as educators of their children (Ramaekers and Suissa 2011). This connects with themes around pedagogical subjectivity in parenthood (Aarsand 2014b). This is part of the important shift towards building resilience: this positions parents as agents of change who can help their children, rather than passive or helpless, with children who are 'broken' or 'need fixing' (phrases several parents used initially).…”

Section: Everyday and Scientific Conceptsmentioning

confidence: 99%

“…Aarsand 2014a). Despite common notions that parenting is private and beyond education and public domains, governmentality analysis can reveal how institutionally and culturally sanctioned ways of parenting are legitimised, how the public enters the private through techniques of the self (Aarsand 2014b). Aarsand (2011) analysed a Swedish television program in which a professional therapist worked with parents experiencing difficulties.…”

Section: Introductionmentioning

confidence: 99%

Professional pedagogies of parenting that build resilience through partnership with families at-risk: a cultural-historical approach

Hopwood

Clerke

2016

Pedagogy, Culture & Society

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The importance of pedagogic practices in addressing major social problems is increasingly acknowledged. This is especially so in areas of work not traditionally understood in pedagogic terms, such as services building resilience in vulnerable families with young children. Here and in similar contexts, policy mandates for change in relationships between professionals and clients have challenged conventional notions of professional expertise, intensifying and expanding the pedagogic dimension of such work. This paper examines professional-parent interactions, adopting a cultural-historical approach focused on mediation, everyday and scientific concepts, and the space of reasons. Analysis reveals four distinct activities: locating and orienting change, creating new meaning for change, change through joint live action, and planning for change. Each involves different objects and ways in which professional expertise is brought to bear in pedagogic work. It is argued resilience-building works by helping parents learn to interpret and act in their worlds differently, using cultural tools from professional experience made available through pedagogic work. The paper provides new insights into the importance of professional expertise in these practices at a time when this is in question.

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Parental self-work

Cited by 5 publications

References 30 publications

The ‘digital curious’: first steps towards a new typology for mapping adults’ relationships with others when using ICT

The ‘digital curious’: first steps towards a new typology for mapping adults’ relationships with others when using ICT

A New Approach Towards the Acquisition of Democratic Skills in Children: Building Skills Through Training Therapy Animals

Professional pedagogies of parenting that build resilience through partnership with families at-risk: a cultural-historical approach

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