Family learning and the socio-spatial practice of ‘supportive’ power
Bibliographic Data
| ID | 11166032 |
|---|---|
| Authors | Emma Wainwright (0000-0001-6490-7160, Brunel University of London, corresponding author), Elodie Marandet (Brunel University of London) |
| Year | 2013 |
| Volume | 34 |
| Issue | 4 |
| Pages | 504-524 |
| Publication date | 2013-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Sociology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0142-5692 • E-ISSN: 1465-3346 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01425692.2012.723870 |
| OpenAlex | W4245522564 |
| Language | EN |
| Citations received | 5 |
| References cited | 35 |
Family learning has been an important mode of education deployed by governments in the United Kingdom over the past 20 years, and is positioned at the nexus of various social policy areas whose focus stretch beyond education. Drawing on qualitative research exploring mothers’ participation in seven different family learning programmes across West London, this paper looks at how this type of education is mobilised; that is, how mothers are ‘encouraged’ to participate and benefit from this type of programme. Framed by a neo-liberal policy climate and Foucauldian writings on governmentality and surveillance, we explore how participating mothers are carefully ‘targeted’ for this type of learning through their children and through school/ nursery spaces, and how programmes themselves then operate as a supportive social space aimed at facilitating social networks, friendship and personal development linked to positions of gender, ethnicity, class and migrant status. It is the socio-spatial workings of ‘supportive’ power and power relations that enable family learning to be mobilised that ensures its popularity as a social policy initiative
Economic growth · Ethnic group · Ethnography · Friendship · Governmentality · Neoliberalism (international relations · Nexus (standard · Political science · Politics · Popularity · Power (physics · Power structure · Public relations · Social class · Social science · Sociology · Children's Rights and Participation · Diverse Education Studies and Reforms · Gender Studies · Parental Involvement in Education · Psychology · Social Psychology
Education reform
Outline of a Theory of Practice
Entanglements of Power
The Will to Empower
Foucault's population geographies
Foucault, space and primary school dining rooms
Geographies of family learning and aspirations of belonging
Local Childcare Cultures
The training-to-work trajectory
Shifts in family policy in the UK under New Labour
Being a new capitalist mother
Mothers' emotional care work in education and its moral imperative
A silent majority? Mothers in Parental Involvement
Cloning the Blairs
It's a struggle’
Parents and schools
Meeting parents’ needs? Discourses of ‘support’ and ‘inclusion’ in family policy
Children (but not women) first
Parents as problems or parents as people? Parental involvement programmes, schools and adult educators
The politics of the gaze
Between the estate and the state
Parental governmentality
Becoming a ‘Better’ Parent? Motherhood, education and transition
Room to Manoeuvre
Bringing the Politics Back In
Pupils or prisoners? Institutional geographies and internal exclusion in UK secondary schools
About the Beginning of the Hermeneutics of the Self
From expectations to aspirations
Discipline and Punish
Theorising Patriarchy
The birth of bio-politics
| Citations per year | 0.42 |
|---|---|
| Citation span | 2014 - 2020 (7) |
| Highly cited | No |