‘The children have only got one education and you have to make sure it's a good one’: parenting and parent–school relations in a neoliberal age

Vincent, Carol

doi:10.1080/09540253.2016.1274387

Cited by 160 publications

(137 citation statements)

References 66 publications

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“…UK government policy from the end of the twentieth century underpins the educational role that parents play. There was also some continuity with later Conservative governments; for example, attempts to introduce universal parenting classes while underpinning parental involvement in schooling (Vincent, 2017). Parents were expected to not only engage with the teachers and the curriculum, but also actively 'educate' their children within the early years in the home as a preparation for nursery and compulsory schooling.…”

Section: School Improvement Agendamentioning

confidence: 99%

“…Among other things, policies were to be directed towards supporting parents in poverty as they engaged with their children's schooling in the early years to reduce the gap in outcomes between poor and affluent parents (Early Intervention Foundation, 2013). There was also some continuity with later Conservative governments; for example, attempts to introduce universal parenting classes while underpinning parental involvement in schooling (Vincent, 2017).…”

Section: School Improvement Agendamentioning

confidence: 99%

“…While the dominant parental agendas presuppose an emphasis on destinations rather than socio-economic backgrounds, the prevailing critique of these agendas focuses on the relationship between origins and outcomes, with the former still determining the latter (Luet, 2017). However, the 'responsible parent' can be viewed as a dominant construct, legitimating the narrative that parents can help buck the trend and break this deterministic relationship (Ng & Waikman, 2015;Vincent, 2017). There was limited sociological critique from within Harold Lane.…”

Section: Wynessmentioning

confidence: 99%

“…'Engagement', 'involvement' and 'partnership' are frequently referred to by policy makers in identifying the heightened 'educational' role of parents vis-a-vis the school (Wainwright & Marandet, 2017). Moreover, research on home-school relations has focused on the role of parents in mediating between the origins of socio-economic disadvantage and future school success (Vincent, 2017). In these terms, parents are constructed as 'responsible' agents.…”

Section: Introductionmentioning

confidence: 99%

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The responsible parent and networks of support: A case study of school engagement in a challenging environment

Wyness

2019

British Educational Res J

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Research, policy and practice on education in recent years has focused attention on the mediating role that parents play in children's schooling. Parents have been constructed as responsible agents; as consumers, investors and partners in the performance-oriented educational project. Much of the literature has looked at parent-school relations from the vantage point of parents, particularly parents in disadvantaged areas. Less has been written on how parent-school relations look from a school's perspective. In this article we draw on data from a case study English school in a socio-economically deprived area and explore the nature of the construct 'responsible parent' from the perspectives of teaching staff. We utilise data from semi-structured interviews with teaching staff in one case study school located on the outskirts of an English city. Through the data we outline teachers' conceptions of parents and an emerging network of engagement incorporating parents as part of a broader social and education project in schools. We argue that a dominant construct, the responsible parent, has resonances with the ways that teachers conceptualise parents. At the same time, the case study school inhabits a dual institutional space: it is captured within a neo-liberal discourse on the responsible parent as a key conduit for an outcomes-oriented education project and also goes beyond the narrow confines of formal educational structures in offering 'challenging' parents social and emotional support in connecting with their children and their schooling.

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Section: School Improvement Agendamentioning

confidence: 99%

Section: School Improvement Agendamentioning

confidence: 99%

Section: Wynessmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The responsible parent and networks of support: A case study of school engagement in a challenging environment

Wyness

2019

British Educational Res J

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“…Schools determine which messages are important, how they should be delivered and how they should be received. But a dialogic approach to home–school interaction, which enables parents to play an active role in shaping policies and practices, can break down barriers by offering meaningful opportunities for collaboration (Vincent, ). The link workers’ challenge was thus to develop parents as co‐participants in a genuine dialogue, realigning home and school in the process.…”

Section: The Gentle Way In Parental Governmentmentioning

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

Crozier

2018

The Wiley Handbook of Family, School, and Community Relationships in Education

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‘The children have only got one education and you have to make sure it's a good one’: parenting and parent–school relations in a neoliberal age

Abstract: View related articles View Crossmark data Citing articles: 43 View citing articles 'The children have only got one education and you have to make sure it's a good one': parenting and parent-school relations in a neoliberal age

Cited by 160 publications

References 66 publications

The responsible parent and networks of support: A case study of school engagement in a challenging environment

The responsible parent and networks of support: A case study of school engagement in a challenging environment

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

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

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