Abstract
Abstract The present study investigates the increasingly common phenomenon of parental involvement in children’s education from a dialogic perspective. Drawing on video-recorded parent-child homework conversations in Italian families and adopting a conversation analysis-informed approach, the study analyzes how a value-laden cultural notion like ‘family-school partnership’ is given ‘dialogic existence’ through a variety of discursive practices. Specifically, it identifies four practices deployed by parents when supervising children’s homework: (1) making the teacher speak, (2) drawing parallels between family and school, (3) siding with the teacher, and (4) adopting a teacher-like evaluative stance. Beyond their specificities, all these practices reproduce the school’s institutional culture inside the home. It is argued that, through these practices, parents ‘do being involved’ in homework and implement a partnership based on shared values between family and school.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.