A Foucauldian perspective on student experiences of family discourses in post-primary schools

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dc.contributor.author Desmond, Ann-Marie
dc.date.accessioned 2017-03-13T11:44:30Z
dc.date.available 2017-03-13T11:44:30Z
dc.date.issued 2016-10-20
dc.identifier.citation Ann-Marie Desmond (2016) A Foucauldian perspective on student experiences of family discourses in post-primary schools, Irish Educational Studies, 35:4, 319-336, DOI: 10.1080/03323315.2016.1243068 en
dc.identifier.volume 35 en
dc.identifier.issued 4 en
dc.identifier.startpage 319 en
dc.identifier.endpage 336 en
dc.identifier.issn 0332-3315
dc.identifier.issn 1747-4965
dc.identifier.uri http://hdl.handle.net/10468/3767
dc.identifier.doi 10.1080/03323315.2016.1243068
dc.description.abstract This work involves researching normative family discourses which are mediated through post-primary settings. The traditional family, consisting of father, mother and children all living together in one house (nuclear) is no longer reflective of the home situation of many Irish students [Lunn, P., and T. Fahey. 2012. Households and Family Structures in Ireland: A Detailed Statistical Analysis of Census 2006. Dublin: ESRI]. My study problematises micro practices involving families as reported by students in three post-primary schools, to report how family differences are managed and (mis)recognised from their lens. The influence of the dominant educational discourses (contextual and textual), are also considered. A framework using Foucauldian post-structural critical analysis traces family profiling through normalising discourses 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 set-up that is constructed as ‘different’ to the rest of the schools. My findings will be of interest to educational research and policy-makers because they highlight how changing demographics such as family compositions are mis-conceptualised in schools, leading to issues of injustice such as bullying and isolation for the students involved. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher Routledge en
dc.rights © 2016, Educational Studies Association of Ireland. This is an Accepted Manuscript of an article published by Taylor & Francis in Irish Educational Studies on 20 Oct. 2016, available online: http://www.tandfonline.com/10.1080/03323315.2016.1243068 en
dc.subject Family diversity en
dc.subject Normalisation en
dc.subject Pastoral power en
dc.subject Family discrimination en
dc.subject Foucault en
dc.title A Foucauldian perspective on student experiences of family discourses in post-primary schools en
dc.type Article (peer-reviewed) en
dc.internal.availability Full text available en
dc.check.info Access to this article is restricted until 18 months after publication by the request of the publisher. en
dc.check.date 2018-04-20
dc.description.version Accepted Version en
dc.description.status Peer reviewed en
dc.identifier.journaltitle Irish Educational Studies en

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