Class, Culture and Agency: researching parental voice.
This paper explores the differential possession and deployment of social, cultural and material resources by parents, and the effect of these processes on their willingness and ability to be involved with and intervene in their children's school life—what we have called 'parental voice'. The data pr...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 23; no. 1; pp. 108 - 128 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Apr2002
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=6632289&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 6632289 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Apr2002 vid: 23 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 6632289 10.1080/01596300220123079 ppf: 108 ppct: 20 formats: fmt: @attributes: type: P size: 198KB tig: atl: Class, Culture and Agency: researching parental voice. aug: au: Vincent, Carol Martin, Jane su: Education Parent-teacher relationships Social interaction sug: subj: Education Parent-teacher relationships Social interaction ab: This paper explores the differential possession and deployment of social, cultural and material resources by parents, and the effect of these processes on their willingness and ability to be involved with and intervene in their children's school life—what we have called 'parental voice'. The data presented here are drawn from a study of parents at two secondary schools, a subsample of data from a larger study involving six schools. We consider the social positioning and behaviour of three cohorts of parents, those demonstrating high, low and intermediate levels of intervention in the school. Our conclusions stress both the similarities and differences in parents' experience of voice. Certainly, parental access to and deployment of a number of social resources significantly affected how often, how easily and over what range of issues they approached the school. However, we also describe the overall character of parental voice in these two schools as individual, cautious and insecure. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2002 holdings: @attributes: islocal: N |
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