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Digital technologies and parental involvement in education: the experiences of mothers of primary school-aged children

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This paper makes a contribution to the developing field of the political economy of educational technology and to an understanding of the significance of digital technologies for home-school relations. The digitalisation of social life is increasing and the impact of digitalisation on home-school relations, parents, and children is under-researched. This article draws on a new qualitative study where fifteen mothers were interviewed about parenting a primary school aged child in England with a focus on digital technologies, home-school relations, and parenting. I argue that processes of digitalisation are contributing to a bureaucratisation of home-school relations. Drawing on Weber’s social theory, I argue that managing communications and information is taking precedence over other aspects of parental involvement in education. In this process, digital technologies are contributing to increasing demands for involvement in education that are placed on parents, reinforcing the wider norms of the intensification and professionalisation of parenting.

Journal Article Type Article
Acceptance Date May 27, 2020
Publication Date Jun 30, 2020
Publicly Available Date Mar 29, 2024
Journal British Journal of Sociology of Education
Print ISSN 0142-5692
Publisher Routledge
Peer Reviewed Peer Reviewed
Volume 41
Issue 5
DOI https://doi.org/10.1080/01425692.2020.1776594
Keywords Digital technologies, home-school relations, motherhood, parental involvement
Publisher URL https://doi.org/10.1080/01425692.2020.1776594

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