Intersecting spaces. Relational dynamics and educational inequalities at the intersection of family and school.

Autor/in	Budde, Jürgen
Titel	Intersecting spaces. Relational dynamics and educational inequalities at the intersection of family and school.
Quelle	Aus: Bollig, Sabine (Hrsg.); Groß, Lisa (Hrsg.): Practicing the family. The doing and making of family in, with and through social work and education. Bielefeld: transcript (2024) S. 41-58 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Reihe	Pedagogy
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISSN	2703-1047; 2703-1055
ISBN	978-3-8376-6281-8; 978-3-8394-6281-2
DOI	10.25656/01:32407 10.14361/9783839462812-003
URN	urn:nbn:de:0111-pedocs-324073
Schlagwörter	Bildung; Fallstudie; Familie; Familiensoziologie; Ethnografie; Kind; Schule; Eltern-Schule-Beziehung; Schnittstelle; Ungleichheit; Dynamik
Abstract	School and family are often seen as separate institutions with different driving motivations and functions. In this dichotomous and differentiating perspective, the family is characterized by emotional care and exclusive togetherness, whereas schools focus on qualification, allocation, and achievement-based student selection. Yet these two spheres share numerous connections, and it seems reasonable to assume that they are not two rigidly separated institutions, but rather overlap and intersect in some areas. Moreover, studies in educational science have repeatedly stressed the key role played by the relationship between school and family in perpetuating inequalities - neither of which can be seen as solely responsible for that process. In light of this, the author's interest here is to examine some specific practices at the intersection of family and school in which inequalities are generated and processed. First, he considers the institutional intersection of family and school, and discuss it in the context of educational inequality theory. He then empirically illustrates these theoretical considerations with reference to two ethnographic case studies. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2025/3