| Título: | The social world of children’s homework |
| Autores: |
Karen Dannesboe Niels Kryger Charlotte Paludan Birte Ravn |
| Fecha: | 2011-01-14 |
| Publicador: | International journal about parents in education |
| Fuente: |
 |
| Tipo: |
Peer-reviewed Article |
| Tema: | Homework; Home-School Relations; Children’s Everyday Lives |
| Descripción: | In a contemporary Danish context, most children and young people, as well as their teachers and parents, consider homework an integrated part of schooling. This article presents findings from a Danish research project: Home-school co-operation as a cultural given (a multi-sited ethnographic study financed by the Danish Research Councils and the Danish School of Education). This part of the study focuses on practices and narratives concerning experiences of, and attitudes to, homework among a number of children and their families in five different schools in four different areas of Copenhagen, encompassing three age-groups (5-6, 12-14, 15-16 years). The aim is to understand what homework means to the actors involved and how the children and their families cope with homework in their everyday lives.Homework appears as a theme in a multitude of manners: in children’s daily experiences with homework; as an issue between children and their families; and as a disciplining strategy imposed on families by the teachers. Even though the pupils did not enjoy homework as a concrete activity, they expressed a need for homework (or the imagination of homework) as a symbol of constructing themselves as schoolchildren/young people. Homework was seen as a burden, yet something unavoidable. In a future-life perspective, homework can be seen as socialisation to a labour-market depending on obligations and submissions, and as an extension of labour time into leisure and family life. |
| Idioma: | No aplica |
1 What does education mean for us and how do we get involved? Parents’ accounts in a Mexican rural community. por Maria Cristina Azaola; University of Bristol, Bristol, UK | 6 Types of parents and school strategies aimed at the creation of effective partnerships. por Friederik Smit; Radboud University, Nijmegen, the Netherlands,Geert Driessen; Radboud University, Nijmegen, the Netherlands,Roderick Sluiter; Radboud University, Nijmegen, the Netherlands,Peter Sleegers; Radboud University, Nijmegen, the Netherlands |
2 Building trust in elementary schools: the impact of home school community collaboration. por Esther Ho Sui Chu | 7 Teachers’ and community stakeholders’ perceptions about school – community relations in Cyprus. por George Anaxagorou; Cyprus College, Nicosia,Cyprus |
3 Crossing home – school border as rites de passage. por Maria Mendel | 8 Parental involvement: beyond demographics. por Stelios N. Georgiou; University of Cyprus, Nicosia, Cyprus |
4 Assessing parents’ satisfaction with their parental role for a more effective partnerships between families and schools. por Raquel-Amaya Martinez-Gonzalez; University of Oviedo, Oviedo, Spain,Beatriz Rodríguez-Ruiz; University of La Laguna, Tenerife, Spain | 9 Promoting closer ties and cooperation between the school, the family and the community in the framework of intercultural education. por Pavlina Hadjitheodoulou-Loizidou; Cyprus Pedagogical Institute, Latsia, Cyprus,Loizos Symeou; Department of Education Sciences, European University, Cyprus |
5 Challenging parents, teacher occupational stress and health in Dutch primary schools. por Bette Prakke; University of Professional Education, Utrecht, The Netherlands,Arie Van Peet; University of Professional Education, Utrecht, The Netherlands,Kees Van der Wolf; Universiteit van Amsterdam, The Netherlands | 10 School, family and the community in cooperation: the model of syneducation. por Iro Mylonakou; University of Athens, Athens, Greece,Ioannis Kekes; University of Athens, Athens, Greece |