Parents, schools and the twenty-first-century state: comparative perspectives

Proctor, Helen; Roch, Anna; Breidenstein, Georg; Forsey, Martin

doi:10.1080/03050068.2020.1781422

Cited by 17 publications

(10 citation statements)

References 37 publications

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“…The task to meet the urgent needs that form a societal demand for education in a fast-changing world appears more and more complicated but still remains one of the most important ones not only for Russian education. It is discussed by the researchers in different countries who present their own scientific vision, pedagogical experience and the prospects that could promote and support the aspiration of people of different generations to learn to COexist in educational environment (Faircloth, 2020;Proctor et al, 2020;Sharp, 2020;Thorburn, 2015).…”

Section: Coexistence Of People Of Different Generations In Today's Educationmentioning

confidence: 99%

Today’s Education: The Technology Breakthrough And The Preservation Of Traditions

Danilova¹,

Orekhova²,

Brazhnik³

2021

European Proceedings of Social and Behavioural Sciences

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Section: Coexistence Of People Of Different Generations In Today's Educationmentioning

confidence: 99%

Today’s Education: The Technology Breakthrough And The Preservation Of Traditions

Danilova¹,

Orekhova²,

Brazhnik³

2021

European Proceedings of Social and Behavioural Sciences

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“…The late-20th and early-21st centuries have been characterised as times of parenting “intensification”, especially in regard to dispositions and practices that can be theorised as “educational” parenting (e.g. see Proctor et al. , 2020; Hays, 1996).…”

Section: Introductionmentioning

confidence: 99%

The hope and burden of early intervention: Parents' educational planning for their deaf children in post-1960s Australia

Payne

Proctor

Spandagou

2022

HER

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PurposeThis article examines the educational decision-making of hearing parents for their deaf children born during a period (1970–1990s) before the introduction of new-born hearing screening in New South Wales, where the study was conducted, and prior to the now near-universal adoption of cochlear implants in Australia.Design/methodology/approachWe present findings from an oral history study in which parents were invited to recall how they planned for the education of their deaf children.FindingsWe propose that these oral histories shed light on how the concept, early intervention – a child development principle that became axiomatic from about the 1960s – significantly shaped the conduct of parents of deaf children, constituting both hope and burden, and intensifying a focus on early decision-making. They also illustrate ways in which parenting was shaped by two key structural shifts, one, being the increasing enrolment of deaf children in mainstream rather than separate classrooms and the other being the transformation of deafness itself by developments in hearing assistance technology.Originality/valueThe paper contributes to a sociological/historical literature of “parenting for education” that almost entirely lacks deaf perspectives and a specialist literature of parental decision-making for deaf children that is almost entirely focussed on the post cochlear implant generation. The paper is distinctive in its treatment of the concept of “early intervention” as a historical phenomenon rather than a “common sense” truth, and proposes that parents of deaf children were at the leading edge of late-20th and early-21st century parenting intensification.

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“…Education transforms the world" [5]. In search of opportunities for transformation and creation, first of all, mass (school) education, pedagogical discourse has been uniting many generations of scholars, educators, and thinkers -enlightened people of their eras [6][7][8] for more than a decade or even centuries. Tolstoy's personality as a great enlightener of Russia and the vitality of the writer's pedagogical heritage surprise everyone -teachers, fellow countrymen and compatriots, as well as foreign colleagues, with farsightedness and sharp pedagogical intuition.…”

Section: Introductionmentioning

confidence: 99%

Educational enlightenment of L.N. Tolstoy’s pedagogy

2021

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The reality of the modern educational environment and the development of the humanitarian, pedagogical knowledge about the environment are attributed to the experience of great minds of the past. Among them, L.N. Tolstoy’s personality and versatile heritage have amazed and inspired numerous pedagogical generations to come through the writer’s unparalleled educational ideas on the creation of popular (mass) schools. Just as Tolstoy’s educational ideas and experience are enriched by the legacy of French enlighteners, the authors axiologically actualize and rethink through the prism of modern education the pedagogical heritage and arguments that ensure the broad perception of educational problems and the understanding of the continuing mission and driving force of education for the transformation of modern society. In the context of the priority of the humanistic educational paradigm, the authors are convinced that the interaction presented in the article through the imaginary dialogue of generations of Russian and foreign teachers of the present and the past contributes to the growth of professional knowledge in the field of the history of pedagogy and education and comparative pedagogical studies. It unites people involved in today’s education, representatives of different socioand linguistic cultures, in striving towards enlightenment in the best traditions of Tolstoy’s education.

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Parents, schools and the twenty-first-century state: comparative perspectives

Cited by 17 publications

References 37 publications

Today’s Education: The Technology Breakthrough And The Preservation Of Traditions

Today’s Education: The Technology Breakthrough And The Preservation Of Traditions

The hope and burden of early intervention: Parents' educational planning for their deaf children in post-1960s Australia

Educational enlightenment of L.N. Tolstoy’s pedagogy

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