Parent education and (non-)schooling
- Steven Prigent Université de Bordeaux
- Juliette Sendra Université d’Aix-Marseille
More InfoView PDF document
The panel proposes to report the relationships of families to the school institution. In that way, the participants are conveyed to pay attention to educational practices and (non) school enrolment family strategies of children and teenagers within a broad educational context (school and non-school). Motivations to educate – or not – children are multiple (religious, ethical, economical, etc.). They participate in parental educational choices often correlated to strategies of distinction or reproduction (as defined by Pierre Bourdieu).
Parents can be actively involved in the schooling of their children at different degrees (choice of school, moral support, homework help, funding for additional classes, school counselling, etc.), can prefer to stay away from school knowledge and rely on teachers, can leave more or less flexibility to children or young people, or can even refuse schooling. The discussion will highlight the differences and similarities in the relationships between families and school, based on case studies from different countries (Cambodia, Indonesia, Vietnam, Laos) and concerning different disciplinary approaches. Participants should also consider the links existing between the modes of learning developed at school and out of school, both at the level of practice and at the level of underlying aims.
Finally, school as a particular form of education bring into play exogenous norms and references within a given social context. The school project is indeed based on the education conceptions linked to national and international policies. The interventions can thus propose to consider the possible implications of these policies at the level of school and non-school parental logics.