Session Information
19 SES 02 B, Ethnographic Approaches to Researching ‘Troubling’ Categories of Families and their Positioning within Discourses of Schooling
Symposium
Contribution
Parents and children undergo a range of different feelings when they participate in school activities. This paper reports on ethnographic fieldwork of long duration carried out in five families who all had a child in the first year of schooling at the same local school in Copenhagen. Findings include the families´ emotional repertoires which arise in relation to their first year in school. Presentations of the feelings and emotional managing in the families who became troubling while they interact with the specific school will serve as a starting point in this paper. It will be followed up by an analysis of how their subjective emotional experiences and expressions were weaved together with possessions of capital and relations to the education system. The argument is that a variety of feelings were expressed by the families during school-home interactions and that their different ways of managing emotions shaped how the ways in which they became troubling. Furthermore the families´ unequal resources made a difference both as regards the parents’ ways of coping with the feelings about being categorised as troublesome and as regards their feeling of being a success or a mistake as parents in school.
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