Difference between revisions of "Thomas2014"
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|Author(s)=Sue Thomas; Jayne Keogh; Steve Hay | |Author(s)=Sue Thomas; Jayne Keogh; Steve Hay | ||
|Title=Discourses of the good parent in attributing school success | |Title=Discourses of the good parent in attributing school success | ||
| − | |Tag(s)=Membership Categorization Analysis; EMCA; Discourse; Education; Parent-child interactions; | + | |Tag(s)=Membership Categorization Analysis; EMCA; Discourse; Education; Parent-child interactions; |
|Key=Thomas2014 | |Key=Thomas2014 | ||
|Publisher=Taylor & Francis Ltd | |Publisher=Taylor & Francis Ltd | ||
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|Volume=36 | |Volume=36 | ||
|Number=3 | |Number=3 | ||
| − | |Pages= | + | |Pages=452–463 |
| − | | | + | |URL=https://www.tandfonline.com/doi/full/10.1080/01596306.2014.901489 |
| + | |DOI=10.1080/01596306.2014.901489 | ||
|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. | |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. | ||
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Latest revision as of 09:55, 7 December 2019
| 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 | |
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
