The double bind for non-traditional families in post-primary settings; to tell or not to tell their family identity

Show simple item record

dc.contributor.advisor Kitching, Karl en
dc.contributor.author Desmond, Ann-Marie
dc.date.accessioned 2014-02-03T16:28:41Z
dc.date.available 2016-04-20
dc.date.issued 2014
dc.date.submitted 2014
dc.identifier.citation Desmond, A.-M. 2014. The double bind for non-traditional families in post-primary settings; to tell or not to tell their family identity. PhD Thesis, University College Cork. en
dc.identifier.uri http://hdl.handle.net/10468/1357
dc.description.abstract This thesis involved researching normative family discourses which are mediated through educational settings. The traditional family, consisting of father, mother and children all living together in one house is no longer reflective of the home situation of many Irish students (Lunn and Fahey, 2011). My study problematizes the dominant discourses which reflect how family differences are managed and recognised in schools. A framework using Foucauldian post structural critical analysis traces family stratification through the organisation of institutional and interpersonal relations at micro level in four post-primary schools. Standardising procedures such as the suppression of intimate relations between and among teacher and student, as well as the linear ordering of intergenerational relations, such as teacher/student and adult/child are critiqued. Normalising discourses operate in practices such as notes home which presume two parents together. Teacher assumptions about heterosexual two-parent families make it difficult for students to be open about a family setup that is constructed as different to the rest of the schools'. The management of family difference and deficit through pastoral care structures suggests a school-based politics of family adjustment. These practices beg the question whether families are better off not telling the school about their family identity. My thesis will be of interest to educational research and educational policy because it highlights how changing demographics such as family compositions are mis-conceptualised in schools, as well as revealing the changing forms of family governance through regimes such as pastoral care. This analysis allows for the existence of, and a valuing for, alternative modes of family existence, so that future curricular and legal discourses can be challenged in the interest of equity and social justice. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher University College Cork en
dc.rights © 2014, Ann-Marie Desmond. en
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/ en
dc.subject Home-school governance en
dc.subject Family recognition en
dc.subject Family-stratification en
dc.subject Normalization discourses en
dc.subject Pastoral care en
dc.subject.lcsh Social stratification en
dc.subject.lcsh Families--Ireland en
dc.subject.lcsh Home and school--Ireland en
dc.title The double bind for non-traditional families in post-primary settings; to tell or not to tell their family identity en
dc.type Doctoral thesis en
dc.type.qualificationlevel Doctoral Degree (Structured) en
dc.type.qualificationname PhD (Education) en
dc.internal.availability Full text available en
dc.description.version Accepted Version
dc.description.status Not peer reviewed en
dc.internal.school Education en
dc.check.reason This thesis is due for publication or the author is actively seeking to publish this material en
dc.check.opt-out No en
dc.thesis.opt-out false
dc.check.entireThesis Entire Thesis Restricted
dc.check.embargoformat E-thesis on CORA only en
ucc.workflow.supervisor k.kitching@ucc.ie
dc.internal.conferring Spring Conferring 2014 en


Files in this item

This item appears in the following Collection(s)

Show simple item record

© 2014, Ann-Marie Desmond. Except where otherwise noted, this item's license is described as © 2014, Ann-Marie Desmond.
This website uses cookies. By using this website, you consent to the use of cookies in accordance with the UCC Privacy and Cookies Statement. For more information about cookies and how you can disable them, visit our Privacy and Cookies statement