Please use this identifier to cite or link to this item: http://buratest.brunel.ac.uk/handle/2438/11096
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dc.contributor.authorWainwright, E-
dc.contributor.authorMarandet, E-
dc.date.accessioned2015-07-01T13:04:31Z-
dc.date.available2013-07-
dc.date.available2015-07-01T13:04:31Z-
dc.date.issued2013-
dc.identifier.citationBritish Journal of Sociology of Education, 34(4): 504 - 524, (2013)en_US
dc.identifier.issn0142-5692-
dc.identifier.issn1465-3346-
dc.identifier.urihttp://www.tandfonline.com/doi/abs/10.1080/01425692.2012.723870#.VZPjmDZwZ9A-
dc.identifier.urihttp://bura.brunel.ac.uk/handle/2438/11096-
dc.description.abstractFamily learning has been an important mode of education deployed by governments in the United Kingdom over the past 20 years, and is positioned at the nexus of various social policy areas whose focus stretch beyond education. Drawing on qualitative research exploring mothers' participation in seven different family learning programmes across West London, this paper looks at how this type of education is mobilised; that is, how mothers are 'encouraged' to participate and benefit from this type of programme. Framed by a neo-liberal policy climate and Foucauldian writings on governmentality and surveillance, we explore how participating mothers are carefully 'targeted' for this type of learning through their children and through school/ nursery spaces, and how programmes themselves then operate as a supportive social space aimed at facilitating social networks, friendship and personal development linked to positions of gender, ethnicity, class and migrant status. It is the socio-spatial workings of 'supportive' power and power relations that enable family learning to be mobilised that ensures its popularity as a social policy initiative.en_US
dc.description.sponsorshipThe British Academy (small research grant SG42092).en_US
dc.format.extent504 - 524-
dc.languageeng-
dc.language.isoenen_US
dc.publisherTaylor & Francis (Routledge)en_US
dc.subjectEducationen_US
dc.subjectFamilyen_US
dc.subjectGovernmentalityen_US
dc.subjectMothersen_US
dc.subjectRegulationen_US
dc.subjectSchoolsen_US
dc.titleFamily learning and the socio-spatial practice of 'supportive' poweren_US
dc.typeArticleen_US
dc.identifier.doihttp://dx.doi.org/10.1080/01425692.2012.723870-
dc.relation.isPartOfBritish Journal of Sociology of Education-
pubs.issue4-
pubs.issue4-
pubs.volume34-
pubs.volume34-
Appears in Collections:Dept of Clinical Sciences Research Papers

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