Unveiling Exclusion: A Conceptual Exploration of Parent Pedagogicalisation

Abstract

CONTEXT The study investigates the concept of parent pedagogicalisation, with the aim to explore, as well as articulate, its analytical content. The notion of parent pedagogicalisation involves normalising forces governing parents to take responsibility for children’s educational achievement, especially targeting the child who differs from the norm and whose achievement is at risk. Set against the background of current global educational tendencies aiming at standardisation and marketisation, understandings of ‘normal’ become increasingly narrower, excluding an increasing number of children. The narrowing perceptions of what is considered ‘normal’ induce a fear of exclusion from educational opportunities and subsequent, future citizenship. In this climate, parents are ascribed a significant role in the child’s education. Within this context, and especially in cases involving children considered ‘outside of normalcy’, pedagogicalisation of the parent entails educating parents about how to support their child’s educational achievement.METHODS Through empirical exploration of parents’ narratives, this study investigates the content of the concept of parent pedagogicalisation with the purpose to provide a theoretical lens that may support the identification of pedagogicalizing forces and possible implications for parents and children. The data consists of parents’ narratives on their experiences with educational follow-up after their child’s cochlear implantation. This empirical sample has been strategically chosen, consisting of a specific group of parents, who, in an educational context, are expected to be exposed to pedagogicalisation. The data contains 27 written narrative responses to an online, qualitative questionnaire with open-ended questions, and 14 follow-up interviews. FINDINGS Data analysis identified three key dimensions central to the content of the concept of parent pedagogicalisation, 1) Parents’ perceived need for knowledge, 2) An instrumental perspective on supporting the child’s learning, and 3) No respite. KEY MESSAGE Our proposition is that these dimensions make up the conceptual construct of parent pedagogicalisation. The three interwoven dimensions demonstrate a complexity and width that indicate implications for the parents and children involved. Potential implications are discussed in relation to a) Parents caught in the nexus between empowerment and disempowerment, and b) The pedagogicalisation of parents - a counterproductive paradox. The significance of parental involvement for children’s educational achievement notwithstanding, the analysis shows that parent pedagogicalisation and its inherent normalising practices may be detrimental to the parents and children involved, acting oppressive and exclusionary. Awareness of the mechanisms involved in parent pedagogicalisation may contribute to the identification and reduction of the associated exclusionary forces, thus encouraging a more inclusionary discourse.