Vincent, Carol and Martin, Jane (2002) Class, culture and agency: Researching parental voice. Discourse: Studies in the Cultural Politics of Education, 23 (1). pp. 108-127. ISSN 1469-3739 (electronic) 0159-6306 (paper)
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Abstract
This paper explores the differential possession and deployment of social, cultural and material resources by parents, and the effect of these processes on their willingness and ability to be involved with and intervene in their children’s school life – what we have called parental voice. The data presented here is drawn from a study of parents at two secondary schools, a sub-sample of data from a larger study involving six schools. We consider the social positioning and behaviour of three cohorts of parents, those demonstrating high, low and intermediate levels of intervention with the school. Our conclusions stress both the similarities and differences in parents’ experience of voice. Certainly parental access to and deployment of a number of social resources significantly affected how often, how easily and over what range of issues they approached the school. However, we also describe the overall character of parental voice in these two schools as individual, cautious and insecure.
| Item Type: | Article |
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| Additional Information: | This is an electronic version of an article published in Vincent, Carol and Martin, Jane (2002) Class, culture and agency: Researching parental voice. Discourse: Studies in the Cultural Politics of Education, 23 (1). pp. 108-127. Discourse: Studies in the Cultural Politics of Education is available online at: http://www.informaworld.com/10.1080/01596300220123079 |
| Subjects: | Departments > Education Foundations and Policy Studies |
| Depositing User: | IOE Repository Editor (2) |
| Date Deposited: | 26 Mar 2010 09:27 |
| Last Modified: | 26 Jun 2012 22:29 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/2375 |
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