Holloway-Pimlott-Wilson2019_Chapter_SchoolsFamiliesAndSocialReprod.pdf (421.82 kB)
Schools, families, and social reproduction
chapter
posted on 2019-09-05, 07:54 authored by Sarah HollowaySarah Holloway, Helena Pimlott-WilsonHelena Pimlott-WilsonNeoliberal 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 SchoolingPages
281 - 296Publisher
SpringerVersion
- VoR (Version of Record)
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© The AuthorsPublication date
2019-08-22Copyright date
2019ISBN
9783030187989Book series
Knowledge and Space;14Language
- en
Editor(s)
Holger Jahnke; Caroline Kramer; Peter MeusburgerDepositor
Prof Sarah HollowayUsage metrics
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