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Holloway-Pimlott-Wilson2019_Chapter_SchoolsFamiliesAndSocialReprod.pdf (421.82 kB)

Schools, families, and social reproduction

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posted on 2019-09-05, 07:54 authored by Sarah HollowaySarah Holloway, Helena Pimlott-WilsonHelena Pimlott-Wilson
Neoliberal educational discourse across the Global North is marked by an increasing homogeneity, but this masks significant socio-spatial differences in the enactment of policy. The authors focus on four facets of roll-out neoliberalism in English education policy that have expanded the function of primary schools, and redrawn the boundary between state and family responsibilities. Specifically, these are increased state support for: (1) working parenthood through provision of wraparound childcare; (2) parent-child relationships through school-led provision of parenting classes; (3) parental involvement in children’s learning; and (4) child development through schools’ fostering of extracurricular activities. The politics of policies that both enhance state responsibility for, and influence in, matters that were previously within the purview of families are complex. The collective impact of these developments has been both to reform how the work of daily and generational social reproduction is done, and to reshape the social reproduction of a classed and gendered society.

Funding

Philip Leverhulme Prize

British Academy Mid-Career Fellowship

Economic and Social Research Council (RES-000-22-4095)

History

School

  • Social Sciences

Department

  • Geography and Environment

Published in

Geographies of Schooling

Pages

281 - 296

Publisher

Springer

Version

  • VoR (Version of Record)

Rights holder

© The Authors

Publication date

2019-08-22

Copyright date

2019

ISBN

9783030187989

Book series

Knowledge and Space;14

Language

  • en

Editor(s)

Holger Jahnke; Caroline Kramer; Peter Meusburger

Depositor

Prof Sarah Holloway

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