Good Mother, Bad Mother?: Maternal Identities and Cyber-Agency in the Primary School Homework Debate

Autor/in	Lehner-Mear, Rachel
Titel	Good Mother, Bad Mother?: Maternal Identities and Cyber-Agency in the Primary School Homework Debate
Quelle	In: Gender and Education, 33 (2021) 3, S.285-305 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lehner-Mear, Rachel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2020.1763920
Schlagwörter	Foreign Countries; Homework; Mothers; Identification (Psychology); Elementary Education; Parenting Styles; Ideology; Parent Role; Values; Parent Attitudes; Internet; Social Influences; Cultural Influences; Social Networks; Computer Mediated Communication; Feminism; Teacher Influence; Beliefs; Power Structure; Parent Teacher Cooperation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Hausaufgabe; Mother; Mutter; Elementarunterricht; Ideologie; Parental role; Elternrolle; Wertbegriff; Elternverhalten; Sozialer Einfluss; Cultural influence; Kultureinfluss; Social network; Soziales Netzwerk; Computerkonferenz; Feminismus; Belief; Glaube; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	Primary homework in England is widespread and contentious, yet research largely ignores its gendered impact on families. This netnographic study locates mother perspectives online to explore whether participation in mother-focused forums affords maternal cyber-agency in the homework debate. Findings suggest that many women, positioning themselves as 'good' mothers, perform their maternal identity online by upholding an ideology of good mothering which expects maternal support for homework. Alternative homework practices are critiqued as 'bad' mothering. Although other perspectives emerge, individual mothers' abilities to create new homework narratives in anonymous online spaces are restricted by the forums' alignment towards dominant mothering ideologies and their normative practices. These findings question assumptions of maternal empowerment, support and cyber-agency, in online spaces which operate as communities of collective, hegemonic knowledge. Teachers also infiltrate the forums, directing maternal homework behaviours using good mothering. Good mothering's impact on maternal cyber-agency and forum homework discussion is therefore highlighted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01