Inequitable Interventions and Paradoxical Pedagogies: How Mothers Are 'Taught' to Support Their Children's Literacy Development in Early Childhood

Autor/in	Smith, Helen Victoria
Titel	Inequitable Interventions and Paradoxical Pedagogies: How Mothers Are 'Taught' to Support Their Children's Literacy Development in Early Childhood
Quelle	In: European Early Childhood Education Research Journal, 27 (2019) 5, S.693-705 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2019.1651971
Schlagwörter	Mothers; Literacy; Educational Policy; Early Childhood Education; Foreign Countries; Preschool Children; Child Rearing; Intervention; Empowerment; Instruction; Municipalities; Resources; Family Programs; Public Libraries; Private Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Mother; Mutter; Alphabetisierung; Schreib- und Lesefähigkeit; Politics of education; Bildungspolitik; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindererziehung; Teaching process; Unterrichtsprozess; Magistrat; Betriebsmittel; Hilfsmittel; Family program; Familienprogramm; Public library; Stadtbücherei; Öffentliche Bibliothek; Privatunterricht
Abstract	At a time when neo-liberal policy agenda are resulting in many public services being taken away from families with young children, this paper draws on Basil Bernstein's concepts of visible and invisible pedagogies to reveal how professionals offer 'support' to parents of young (under five years old) children in a small town in the East Midlands (England). It draws on findings from an ethnographic study which show that mothers are 'taught' to support their young children's literacy development differently depending on the way English education policy is interpreted and enacted in the places they visit. It is argued that dominant policy discourses around 'good' parenting can lead to inequitable interventions, paradoxical pedagogies and the disempowerment of some parents. The paper therefore contributes to the wider debate about more equitable ways of working with families that will be applicable across other contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01