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dc.contributor.authorThomas, Sue
dc.contributor.authorKeogh, Jayne
dc.contributor.authorHay, Steve
dc.date.accessioned2017-05-16T00:28:20Z
dc.date.available2017-05-16T00:28:20Z
dc.date.issued2015
dc.identifier.issn0159-6306
dc.identifier.doi10.1080/01596306.2014.901489
dc.identifier.urihttp://hdl.handle.net/10072/88575
dc.description.abstractRecent education policy places a heavy emphasis on parents in relation to students' success at school. This paper explores how parents and teachers account for school success. Using Membership Categorisation Analysis (MCA), it interrogates data collected in different interview situations across sites over a period of twenty years. The analysis shows how parents and teachers use talk as moral work to conversationally constitute particular agreed versions of the category "parent". This category is interactively assembled through the use of category-bound attributes that construct deficit discourses of parents that explain student achievement. The analysis demonstrates that parents are complicit with teachers in producing versions of being a good parent wherein they are held responsible for their children's school success and that minimises the responsibility of the school. These findings raise questions both about who is responsible for schooling and about current contradictory policy emphases on parent and teacher responsibility for school success.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeUnited Kingdom
dc.relation.ispartofpagefrom452
dc.relation.ispartofpageto463
dc.relation.ispartofissue3
dc.relation.ispartofjournalDiscourse: Studies in the Cultural Politics of Education
dc.relation.ispartofvolume36
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchSpecialist studies in education not elsewhere classified
dc.subject.fieldofresearchHuman society
dc.subject.fieldofresearchcode39
dc.subject.fieldofresearchcode390499
dc.subject.fieldofresearchcode44
dc.titleDiscourses of the Good Parent in Attributing School Success
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2015 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Discourse: Studies in the Cultural Politics of Education on 25 Apr 2014, available online: http://www.tandfonline.com/doi/full/10.1080/01596306.2014.901489
gro.hasfulltextFull Text
gro.griffith.authorHay, Stephen J.


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