| 000 | 01549cam a2200157 4500500 | ||
|---|---|---|---|
| 005 | 20251214031847.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aPérier, Pierre _eauthor |
| 245 | 0 | 0 | _aParenting and school accountability: a challenging experience during lockdown |
| 260 | _c2025. | ||
| 500 | _a16 | ||
| 520 | _aWith the lockdown, the transfer of school-based learning into the home brought increased accountability to parents, who were expected to take on a role imposed without due consideration of the circumstances that made it possible. Among the most socioeconomically disadvantaged groups, resources were lacking to support children —who were more often struggling— thus compounding existing inequalities with the moral burden of not knowing how to help, not being able to help, or not being able to ensure help was provided. This study, based on focus group discussions, specifically aimed to analyse the experiences of poor parents, particularly mothers, who were overwhelmed by the magnitude of tasks, destabilised in their parental role and educational function, and confronted with tensions within the family. From these testimonies, and in contrast to dominant models, one can discern the logic of individualisation and the performance-oriented expectations that underpin contemporary parenting. | ||
| 786 | 0 | _nRevue française de pédagogie | 226 | 1 | 2025-10-20 | p. 105-116 | 0556-7807 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-revue-francaise-de-pedagogie-2025-1-page-105?lang=en&redirect-ssocas=7080 |
| 999 |
_c1575000 _d1575000 |
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