Parenting in a Technological Age

Smedts, Geertrui

doi:10.1007/978-90-481-3249-2_6

Cited by 3 publications

(2 citation statements)

References 7 publications

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“…How the philosophy of education rises to these challenges will be a reflection on the discipline itself as well as an important political tool in shaping the future of home education and its regulation. If we do not address the difficulties of the other then we delude ourselves over the whole field because without such exploration the bigger question of ‘what is appropriate or ethical is never fully raised and thus it is effectively denied altogether’ (Smedts, , p. 87). The disservice will be wrought not just on the families and children of current and future home education but also on the whole enterprise of education and on any vision of how fresh ideas or new‐found evidence can be channelled into real future possibilities.…”

Section: Discussionmentioning

confidence: 99%

How to Desire Differently: Home Education as a Heterotopia

Pattison¹

2015

Journal of Philosophy of Education

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This paper explores the co-existence of and relationship between, alternative education in the form of home education and mainstream schooling. Home education is conceptually subordinate to schooling relying on schooling for its status as alternative but also being tied to schooling through the dominant discourse that forms our understandings of education. Practitioners and other defenders frequently justify home education by running an implicit or explicit comparison with school; a comparison which expresses the desire to do 'better' than school whilst simultaneously encompassing the desire to do things differently. These twin aims however are not easy to reconcile, meaning that the challenge to schooling and the submission to norms and beliefs that underlie schooling are frequently inseparable. This paper explores the trajectories of 'better than' and 'different to' school as representing ideas of utopia and heterotopia respectively. In particular I consider Foucault's notion of the heterotopia as a means of approaching the relationship between school and other forms of education. Whilst it will be argued that, according to Derrida's ideas of discursive deconstruction, alternative education has to be expressed through (and is therefore limited by) the dominant educational discourse, it will also be suggested that employing the idea of the heterotopia is a strategy which can help us explore the alternative in education.

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Section: Discussionmentioning

confidence: 99%

How to Desire Differently: Home Education as a Heterotopia

Pattison¹

2015

Journal of Philosophy of Education

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“…A plethora of studies have explored the phenomenon of technology from various perspectives, with a significant portion focusing on the interplay of technology with children. While the benefits of technology are well documented, particularly from the context of the classroom, this is not as self-evident in the home (Smedts 2008). A host of previous studies have revealed that excessive screen time (display of content via smartphones, TV's, tablets, gaming consoles) may be linked to a multitude of outcomes that are detrimental for children, such as health problems (Marshall et al 2004;Wake et al 2003) educational difficulties (Rideout et al 2010) rise in depressive symptoms and overall psychological difficulties (Breland et al 2013;de Wit et al 2011;Page et al 2010) and aggressive behaviour (Zimmerman and Christakis 2007).…”

Section: Research Context: Technology Use and Disruptionmentioning

confidence: 99%

Technology as a Disruptive Agent: Intergenerational Perspectives

et al. 2018

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This study explores how British South Asian parents perceive their children's technology consumption through their collectivist lenses and interdependent values. The findings for this qualitative study indicate that second and third generation South Asian parents acknowledge the benefits of children's technology use; but largely perceive technology as a disruptive agent, whereby children are becoming isolated and increasingly independent within the household. The analysis aims to understand how parents view their children's relationship with others as a result of technology consumption. Accordingly, this paper proposes an extension of the Construal of self conceptualisation and contributes a Techno-construal matrix that establishes a dyadic connection between technology consumption and cultural values. Overall, the study reveals that children display less inter-reliance and conformance typically associated with collectivist cultures, resulting from their technology use. Consequently, parents interpret their children's shift from interdependence to more independence as a disruptive and unsettling phenomenon within the household.

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The Family 'Playlist': Popular music, age and identity

Padua¹

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Parenting in a Technological Age

Cited by 3 publications

References 7 publications

How to Desire Differently: Home Education as a Heterotopia

How to Desire Differently: Home Education as a Heterotopia

Technology as a Disruptive Agent: Intergenerational Perspectives

The Family 'Playlist': Popular music, age and identity

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