Dialogical Spaces to Reconceptualize Parent Support in the Social Investment State

Autor/inn/en	Vandenbroeck, Michel; Boonaert, Tom; Van der Mespel, Sandra
Titel	Dialogical Spaces to Reconceptualize Parent Support in the Social Investment State
Quelle	In: Contemporary Issues in Early Childhood, 10 (2009) 1, S.66-77 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.2304/ciec.2009.10.1.66
Schlagwörter	Social Problems; Socialization; Action Research; Young Children; Parents; Foreign Countries; Social Capital; Early Childhood Education; Prevention; Intervention; Researchers; Socioeconomic Status; Likert Scales; Interviews; Surveys; Questionnaires; Low Income Groups; Belgium + Suchen Sie Ihr Suchwort? Social problem; Soziales Problem; Socialisation; Sozialisation; Projektforschung; Frühe Kindheit; Eltern; Ausland; Sozialkapital; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Prävention; Vorbeugung; Researcher; Forscher; Socio-economic status; Sozioökonomischer Status; Likert-Skala; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Fragebogen; Belgien
Abstract	The study from which this article derives investigated some dominant assumptions of parent support policies and programmes, and suggests new possibilities for the conceptualization of the relations between parents and such policies, inspired by the possibilities of dialogical spaces and "relational citizenship". Parent support programmes are increasingly conceptualized within a prevention paradigm, underpinning the individualization of social problems in the social investment state. Early childhood is consequently instrumentalized as the place where early socialization needs to be shaped. In this vein, socialization is understood as the adaptation of children as well as their parents to the prevailing societal norms and values. In an action research project involving researchers, practitioners and policy makers in the city of Brussels (Belgium), the authors explored new possibilities in understanding and conceptualizing work with parents of young children. The project consisted of three parts: the creation of a dialogical space where practitioners and policy makers discussed research, policy and practice; a survey of the parenting conditions in Brussels; and the exploration of the possibilities for new initiatives for parents and children, with a focus on social support. The focus in this article is on a report of the second component (the study), however, elements of the first and third components are included to highlight the dialogical dimensions of the project and possible future developments. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10