14 SES 07 B, School Development by, with or against Parents? Experiences across Europe
All-day schools serving children from 8 a.m. to 4 p.m. four times a week are still uncommon in Switzerland (Herzog & Schüpbach, 2009). Motivated by the long waiting-lists for any kind of child care, the local school authority in the city of Zurich has decided to set up all-day schooling in the future as a bottom-up school improvement project: primary schools are requested to change from the traditional schedule to an extended schedule that offers additional activities for every child and also cover parents’ working days. Teachers and social workers are requested to cooperate professionally during the day. In trying to implement an all-day school schedule, one of the greatest challenges lies in defining and implementing the extracurricular program. In school-development processes it is important to clarify responsibilities and expectations of the major stakeholders involved. A current study looks at the multi-professional cooperation between teachers, social workers and parents in such a school-development process. Actors are asked to define their understanding of all-day schooling and the duties they consider their own and the duties which they would like to delegate. The preliminary results used for this presentation are based on six interviews with parents, teachers and social workers that were analysed by using hermeneutic sociology of knowledge (Soeffner, 1989). It becomes evident that even in a new, innovative multidisciplinary setting, the stakeholders are often confined by their traditional understanding of their responsibilities: teaching/education, child-care and parenting/child-rearing. The conflict between parents, social workers and teachers revolves around differing notions of „family support“. In the context of the school and educational-change process, informal learning settings, where the stakeholders need to act and think together beyond their traditional roles and where lines of responsibility are not as well-demarcated as in formal learning settings, the potential for conflict among the stakeholders is the greatest.
Soeffner, H.-G. (1989). Auslegung des Alltags – Der Alltag der Auslegung. Zur wissenschaftlichen Konzeption einer sozialwissenschaftlichen Hermeneutik. Suhrkamp: Frankfurt am Main. Herzog, W. & Schüpbach, M. (eds.) (2009). Pädagogische Ansprüche an Tagesschulen. Bern: Haupt.
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