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Children´s perspectives on the relation between home and school
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
2013 (English)In: International Journal about Parents in Education, ISSN 1973-3518, Vol. 7, no 1, 43-56 p.Article in journal (Refereed) Published
Abstract [en]

The aim of the article is to shed light on children’s perspectives of the relations between home and school. The study is based on 52 interviews with children aged 12-13 years in Sweden about their knowledge and notions of the relations between their parents and teachers, and what they perceive their own role to be in this context. The study reveals that the children’s understandings are drawing on both ideas of connectedness and autonomy to different actors characterised by a vertical or horizontal frame and that generational and institutional power are important in their understanding of the relations. The results reveals the different ways in which children talk about home-school relations, namely as (1) an asymmetric vertical “keep-apart-relation” characterised by institutional power, generational power and children’s autonomy and power and (2) a horizontal relation that is characterised by a symmetric power relation between the actors, i.e. they think that the parties to some extent sometimes have an equal influence in the relation. In addition, the study indicates that children adopt different strategies in relation to the adults. The children’s accounts show that they reproduce and also resist the social order and structure.

Place, publisher, year, edition, pages
2013. Vol. 7, no 1, 43-56 p.
Keyword [en]
home and school relations, child perspective, vertical and horizontal frame, institutional power, generational power
National Category
Educational Sciences
URN: urn:nbn:se:liu:diva-91681OAI: diva2:618519
Available from: 2013-04-29 Created: 2013-04-29 Last updated: 2013-06-04

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Markström, Ann-Marie
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Education, Teaching and LearningFaculty of Educational Sciences
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