Thomas2014

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Thomas2014
BibType ARTICLE
Key Thomas2014
Author(s) Sue Thomas, Jayne Keogh, Steve Hay
Title Discourses of the good parent in attributing school success
Editor(s)
Tag(s) Membership Categorization Analysis, EMCA, Discourse, Education, Parent-child interactions
Publisher Taylor & Francis Ltd
Year 2014
Language
City
Month
Journal Discourse: Studies in the Cultural Politics of Education
Volume 36
Number 3
Pages 452–463
URL Link
DOI 10.1080/01596306.2014.901489
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

Recent education policy places a heavy emphasis on parents in relation to students' success at school. This paper explores how parents and teachers account for school success. Using membership categorisation analysis, it interrogates data collected in different interview situations across sites over a period of 20 years. The analysis shows how parents and teachers use talk as moral work to conversationally constitute particular agreed versions of the category ‘parent’. This category is interactively assembled through the use of category-bound attributes that construct deficit discourses of parents that explain student achievement. The analysis demonstrates that parents are complicit with teachers in producing versions of being a good parent wherein they are held responsible for their children's school success and that minimises the responsibility of the school. These findings raise questions both about who is responsible for schooling and about current contradictory policy emphases on parent and teacher responsibility for school success.

Notes