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

Desmond, Ann-Marie

Access to this article is restricted until 18 months after publication by the request of the publisher.. Restriction lift date: 2018-04-20

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

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dc.check.date	2018-04-20
dc.check.info	Access to this article is restricted until 18 months after publication by the request of the publisher.	en
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.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.description.status	Peer reviewed	en
dc.description.version	Accepted Version	en
dc.format.mimetype	application/pdf	en
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.doi	10.1080/03323315.2016.1243068
dc.identifier.endpage	336	en
dc.identifier.issn	0332-3315
dc.identifier.issn	1747-4965
dc.identifier.issued	4	en
dc.identifier.journaltitle	Irish Educational Studies	en
dc.identifier.startpage	319	en
dc.identifier.uri	https://hdl.handle.net/10468/3767
dc.identifier.volume	35	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