14 SES 04 B, Family Education, Parenting and School-Family-Community Partnerships (Part 2)
Paper Session: continued from 14 SES 03 B and to be continued in 14 SES 06 B, 14 SES 07 B
The present study aims to: a) reveal how parents rationalize and give meaning to the practices they develop concerning school choices, and those in the context of private tutoring organizations in Greece, b) trace the degree that this rationalization system of parental choice practices involves “taboo” elements, that is to say intentional and unintentional choice, which don’t “touch” because they effect to their social moral code as well as reflect the desire of the individual success.
Plenty of important studies (Ball et al, 1995• Burgers et al, 2007• Health, 2009• Reveaud &Van Zanten, 2007) examine the parental school choices within the public and private education and highlight the social consequences of the configuration of the school map. Relative to private tutoring, despite the universal growth and study of this phenomenon, the “Shadow Education” is like a “puzzle” with most of the pieces missing (Bray, 2006• 2009• 2011).
The study on these “sensitive” subjects in Greece, is extremely limited. It remains a paradox that despite the overall awareness of the Greek public opinion about the wide expansion of private tutoring organizations (called “frontistiria”), this issue has not been considered, analogically, as an important field of research by the domestic scientific community. It is fundamental to highlight the way in which parents give meaning and rationalize these practices, which although they have been “laid down”, are considered "taboo" subjects for society, because they put in the limelight the issue of the cliental relations, as well as the issue of the betrayal of the welfare state via the establishment of “shadow” education as a facet of black economy.
In the " neoliberal project of globalization” (Olssen-Peters, 2005), parents respond with some “globalized” practices such as the pursuit of "successful" schooling in specific school institutions, violating the school map (Van Zanten, 2008· 2009). These practices constitute a significant part of the European policy agenda in education, translating this aim of parents as "free choice". Hence, a neoliberal rhetoric of “free choice” has been formed and competitiveness among schools is promoted as an expression of social justice, just as happened in the case of France (Sarkozy, 2007). These choices appear to be associated to each family habitus, which is interdependent of the social group they belong (Bourdieu, 1980). As parental practices, also referred the choice of residence, their intervention in school function (Mc Namara et al, 2003· Van Zanten, 2005), their choices regarding private schools, or tutorials. In this last field, we focus on parental practices related to the type and number of tutorials used. The classroom based tutoring has been considered as a low-budget option compared to private tutoring lessons, displayed as more personalized "strategy" that seeks to control the scholar activities (Bray, 2006).
A plethora of studies focus on the so-called “hidden privatization of education” (Ball & Youdell, 2007), which conceals specific political interests and exacerbate educational and social inequalities. In order for parents to satisfy their expectations, they “loosen their limits” between the fair and illegal selection. However, as Spinoza (2000) argues, “choose” means “I desire what satisfies me” and the man’s nature is desire. Nevertheless, when an individual fulfils a desire that cites in “illegal” social selections, simultaneously it detests it, behaving with ambivalence (Freud, 2001). Hence, this action is becoming a “taboo” with the Freudian meaning of the term, it takes the prospective of “forbiddance” and “sacredness”. It seems that parental choices regarding school education and private tutoring, have ranked as taboos, because they have been veiled in an inspirational (moral) way, either through the mention, or mainly through their aposiopesis.
 See Nikolas Sarkozy’s speech at the UMP Congress.
Ball, S. J. &Yoodell, D.(2007). Hidden Privatisation in Public Education. Education International 5th World Congress Preliminary Report : Institute of Education, University of London. Ball, S., Bowe, R. , Gewirtz, S., (1995). Circuits of schooling: A sociological exploration of parental choice in social class contexts Sociological Review43, 52–78. Bourdieu, P., (1980). Le sens pratique, Editions de Minuit, Paris. Bray, M. (2006). Private supplementary tutoring: comparative perspectives on patterns and implications. Compare: A Journal of Comparative and International Education, 36 (4), 515-530. Bray, M. (2009). Confronting the Shadow Education System: What Government Policies for What Private Tutoring? Paris: UNESCO International Institute for Educational Planning (IIEP). Bray, M. (2011). The Challenge of Shadow Education: Private tutoring and its implications for policy makers in the EU. Paris: UNESCO International Institute for Educational Planning (IIEP). Burgess, S., Propper, C., Wilson, D. (2007). The impact of school choice in England. Policy Studies, 28: 2, 129 – 143. Cohen, L., Manion. L. & Morrison, K. (2007). Research Methods in Education (6th edition), London : Routledge. Freud, S. (2001). Totem and Tabοο,(James Strachey, Transl.). London: Routledge. (Original work published 1913). Heath, N. (2009). Veiled and overt school choice: a consideration of the ways in which different forms of school choice affect student experiences. British Educational Research Journal, 35: 4, 539 – 555. McNamara Horvat, E., Weininge, E., Lareau, A. (2003). From social ties to social capital: class differences in the relations between schools and parent networks. American Educational Research Journal, 40(2), 319-351. Nicolas Sarkozy’s speech at the UMP Congress. (2007, January 14 ). Retrieved from http://www.support-sarkozy-france.com/nicolas_sarkozy/speech.php Olssen, M., Peters, M.A. (2005). Neoliberalism, Higher Education and the Knowledge Economy: From the Free Market to Knowledge Capitalism. Journal of Education Policy, 20(3), 313-345. Raveaud, M., Van Zanten, A. (2007).Choosing the local school: middle class parents’ values and social and ethnic mix in London and Paris.Journal of Education Policy, 22:1, 107-124. Robson, C. (2011). Real World Research.(3rded). Chichester: Wiley. Spinoza, B. (2000). Ethics (G.H.R. Parkinson, Trans.),PartIII, Prop. IX, Note. Oxford: OxfordUniversity press.(Original work published 1677) Tuckman, B. W. (1972). Conducting educational research. New York: Harcourt Brace Jovanovich. Van Zanten, A. (2005). New Modes of Reproducing Social Inequality in Education: the changing role of parents, teachers, schools and educational policies. European Educational Research Journal, 4(3),155-169. Van Zanten, A., Obin, J.P. (2008). La carte scolaire. PUF. Van Zanten, A., (2009). Choisir son école. Stratégies familiales et médiations locales. Presses Universitaires de France.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.