低收入家庭小学学龄儿童在家上学的时空行为

IF 3.1 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Review Pub Date : 2023-09-19 DOI:10.1080/00131911.2023.2254512

Emma Wainwright, Kate Hoskins

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引用次数: 0

摘要

本文主要研究英国低收入家庭的小学学龄儿童在家上学的时空行为。COVID-19重新设定了全球儿童正规教育的界限和空间，将其直接带入家庭，并改变了父母/照顾者对儿童教育的参与。在英国，随着“家”成为一个更明显的准公共空间，政府制定了多项新冠肺炎政策，“家庭-学校”的参与成为人们关注的焦点。尽管在大流行期间出现了关于家庭教育的文献，但来自低收入家庭的父母和儿童的声音很少被听到。在这里，我们采取了一种关键的家庭方法，并通过对低收入家庭的采访来了解在大流行期间，教育是如何在家庭内进行谈判、制定和重新配置的。通过对政策制定、家庭景观和家庭学校参与相关文献的研究，我们对低收入家庭日常生活的时空限制和整体政策制定的必要重构提供了独特的见解。

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Spatial–temporal enactments of home-schooling among low-income families of primary-aged children

This paper focuses on spatial–temporal enactments of home-schooling among low-income families of primary-aged children in England. COVID-19 re-set boundaries and spaces of formal education for children across the globe, bringing it directly into homes and shifting the involvement of parents/carers in their children’s education. In England, “home-school” engagement was brought into sharp focus as “home” became a more visible quasi-public space through which multiple government COVID-19 policies were enacted. Despite emerging literature on home-schooling during the pandemic, voices of parents and children from low-income families have been little heard. Here we take a critical family approach and draw on interviews with low-income families to understand how education was negotiated, enacted and reconfigured within the home during the pandemic. Drawing on literatures relating to policy enactment, carescapes and home-school engagement, we offer unique insight into spatial and temporal constraints of the everyday and the necessary reconstitution of wholescale policy enactment among low-income families.

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来源期刊

Educational Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.90

自引率

3.00%

发文量

105

期刊介绍： Educational Review is a leading journal for generic educational research and scholarship. For over seventy years it has offered scholarly analyses of global issues in all phases of education, formal and informal. It publishes peer-reviewed papers from international contributors across a range of education fields and or perspectives including pedagogy and the curriculum, history, philosophy, psychology, sociology, international and comparative education and educational leadership. Articles offer original insights to formal and informal educational policy, provision, processes and practice and the experiences of all those involved in many countries around the world. The editors welcome high quality, original papers which encourage and enhance debate on social justice and critical enquiry in education, besides innovative new theoretical and methodological scholarship. The journal offers six editions a year. The Board invites proposals for special editions as well as commissioning them.