Literaturnachweis - Detailanzeige
Autor/inn/en | Egilsson, Björn Rúnar; Vandenbroeck, Michel |
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Titel | Narratives of Maternal Action and Cultural Re-Evaluation in Relation to the Transition to School |
Quelle | In: Scandinavian Journal of Educational Research, 67 (2023) 3, S.477-488 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Egilsson, Björn Rúnar) ORCID (Vandenbroeck, Michel) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0031-3831 |
DOI | 10.1080/00313831.2021.2021983 |
Schlagwörter | Foreign Countries; Elementary School Students; Mothers; Change; Personal Narratives; Parent School Relationship; Parent Participation; Parent Child Relationship; Well Being; Cultural Background; Parent Background; Diversity; Grade 1; Iceland Ausland; Mother; Mutter; Wandel; Erlebniserzählung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Elternmitwirkung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Well-being; Wellness; Wohlbefinden; Elternhaus; School year 01; 1. Schuljahr; Schuljahr 01; Island |
Abstract | The transition to primary school is widely seen as a period of multifaceted transformations and adoptions of different strategies for parents, yet relatively little is known about the lived transition experiences of parents from diverse (linguistic, cultural, socio-economic) backgrounds. This article explores the issue by examining maternal narratives in the context of having a child starting school in settings defined by family diversity through the lens of Paulo Freire's "Pedagogy of the Oppressed." Four rounds of semi-structured interviews were conducted with two mothers of children from diverse backgrounds during their first year of primary school in two neighborhoods in Reykjavík, Iceland. The findings show that, for these mothers, engagement with the Icelandic ECEC system before and during the transition to school triggered them to take action when they felt that their concerns about their child's wellbeing were not taken seriously. The mothers' experiences furthermore brought about critical re-evaluation of their cultural background. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |