Digital Technologies and Parental Involvement in Education: The Experiences of Mothers of Primary School-Aged Children

Autor/in	Head, Emma
Titel	Digital Technologies and Parental Involvement in Education: The Experiences of Mothers of Primary School-Aged Children
Quelle	In: British Journal of Sociology of Education, 41 (2020) 5, S.593-607 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2020.1776594
Schlagwörter	Elementary School Students; Parent Participation; Family School Relationship; Information Technology; Mother Attitudes; Parent Child Relationship; Child Rearing; Social Theories; Foreign Countries; Computer Mediated Communication; Electronic Mail; Educational Practices; Housework; Social Media; Homework; Computer Software; Child Behavior; Classroom Techniques; Parent Role; United Kingdom (England) + Suchen Sie Ihr Suchwort? Elternmitwirkung; Informationstechnologie; Mutterliebe; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kindererziehung; Gesellschaftstheorie; Ausland; Computerkonferenz; Elektronischer Briefkasten; Bildungspraxis; Hausarbeit; Soziale Medien; Hausaufgabe; Klassenführung; Parental role; Elternrolle
Abstract	This paper makes a contribution to the developing field of the political economy of educational technology and to an understanding of the significance of digital technologies for home-school relations. The digitalisation of social life is increasing and the impact of digitalisation on home-school relations, parents, and children is under-researched. This article draws on a new qualitative study where fifteen mothers were interviewed about parenting a primary school aged child in England with a focus on digital technologies, home-school relations, and parenting. I argue that processes of digitalisation are contributing to a bureaucratisation of home-school relations. Drawing on Weber's social theory, I argue that managing communications and information is taking precedence over other aspects of parental involvement in education. In this process, digital technologies are contributing to increasing demands for involvement in education that are placed on parents, reinforcing the wider norms of the intensification and professionalisation of parenting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01