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Homework as serious family business: Power and subjectivity in negotiations about school assignments in Swedish families
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Sociology.
2007 (English)In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 28, no 2, p. 209-222Article in journal (Refereed) Published
Abstract [en]

Most previous research on parental involvement in children's homework has focused on the pedagogical advantages or disadvantages of school assignments while neglecting the practice in its social context, family life. By studying parent–child homework negotiations in Swedish families, this paper examines how family members position themselves and each other in relation to Swedish discourses on homework and parental involvement. The study shows that parents want their children to do homework independently. It is hard for the parents to take up another subject position than that of a ‘responsible parent’ who helps the child with homework or controls that it is done. Thereby, the child is simultaneously positioned as ‘irresponsible’ whether that is the case or not.

Place, publisher, year, edition, pages
London, 2007. Vol. 28, no 2, p. 209-222
National Category
Sociology Educational Sciences
Identifiers
URN: urn:nbn:se:uu:diva-196230DOI: 10.1080/01425690701192695OAI: oai:DiVA.org:uu-196230DiVA, id: diva2:609479
Available from: 2013-03-05 Created: 2013-03-05 Last updated: 2017-12-06Bibliographically approved

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Forsberg [Gottzén], Lucas

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