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„Þá er gott að fá einhvern utanaðkomandi...sem borin er virðing fyrir“: bjargráð mæðra við skólagöngu einhverfra barna sinna í ljósi stéttakenningar Bourdieu

„Þá er gott að fá einhvern utanaðkomandi...sem borin er virðing fyrir“: bjargráð mæðra við skólagöngu einhverfra barna sinna í ljósi stéttakenningar Bourdieu


Titill: „Þá er gott að fá einhvern utanaðkomandi...sem borin er virðing fyrir“: bjargráð mæðra við skólagöngu einhverfra barna sinna í ljósi stéttakenningar Bourdieu
Aðrir titlar: “Then it is crucial to get some external person with respectability to the meetings”: Mothering practices and collaboration with teachers and professionals to secure their autistic children’s schooling and professional services – Bourdieusian class analysis
Höfundur: Magnúsdóttir, Berglind Rós
Gísladóttir, Helga Hafdís
Útgáfa: 2017-10-17
Tungumál: Íslenska
Umfang: 19 bls.
Háskóli/Stofnun: Háskóli Íslands
University of Iceland
Svið: School of education (UI)
Menntavísindasvið (HÍ)
Birtist í: Netla ársrit 2017;
ISSN: 1670-0244
Efnisorð: Samstarf heimila og skóla; Mæður; Einhverfir; Félagsauður
URI: https://hdl.handle.net/20.500.11815/606

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Tilvitnun:

Berglind Rós Magnúsdóttir og Helga Hafdís Gísladóttir. (2017). „Þá er gott að fá einhvern utanaðkomandi…sem borin er virðing fyrir“: Bjargráð mæðra við skólagöngu einhverfra barna sinna í ljósi stéttakenningar Bourdieu. Netla – Veftímarit um uppeldi og menntun. Menntavísindasvið Háskóla Íslands. Sótt af http://netla.hi.is/greinar/2017/ryn/08

Útdráttur:

 
Markmið rannsóknarinnar var að skoða reynslu mæðra af samskiptum við kennara og annað fagfólk á menntavettvangi í ljósi ólíkrar stéttarstöðu. Meginefniviður rannsóknarinnar er sex hálfopin einstaklingsviðtöl við mæður grunnskólabarna á einhverfurófi og tvö upplýsingaviðtöl við sérfræðinga á vettvangi stjórnsýslu. Kenningarammi Bourdieu var nýttur til að greina hvernig bakgrunnur mæðranna, með áherslu á efnahags-, menningar- og félagsauð, markaði stöðu þeirra, samskipti og væntingar á vettvangi menntunar. Kerfisbundið aðgengi mæðranna að ráðgjöf og stuðningi varð minna, að eigin mati, eftir því sem barnið varð eldra, en þá fór auður þeirra og óformlegt aðgengi að skipta meira máli, og ljóst varð að mæður í millistétt stóðu þá betur að vígi. Félagsauður skipti sköpum og umbreytti stöðu móður í lægri stétt. Félagsauður barst í gegnum sterk fjölskyldutengsl, vinatengsl, tengsl við vinnufélaga og kunningja, og/eða tengsl við aðra foreldra með börn á einhverfurófi. Ólíkur menningarauður birtist í mismiklu a) sjálfsöryggi í samskiptum, b) þekkingu á leikreglum menntavettvangsins og c) virkni í samskiptum við kennara og sérfræðinga. Það er mat höfunda að nauðsynlegt sé að samhæfa betur kerfið milli skólastiga og tryggja að þar sé þekking á stéttamun og tekið sé tillit til hans. Víkka þarf út skilgreiningar á stéttarhugtakinu þannig að það nái einnig til félags- og menningarauðs og beita eigindlegri nálgun til að ná betur að greina ferli, bjargráð og aðgerðir sem ýta undir eða minnka stéttamun og birtingarmyndir hans í íslensku menntakerfi.
 
In Iceland, social class is an understudied field of research in terms of social justice in education. The theoretical purpose of the research was to explore class disposition of mothers of children with learning disabilities in relation to their experience of schooling by using Pierre Bourdieu‘s theoretical framework. Bourdieu’s concepts of habitus, field and capital are used to explore how mothering practices and resources are shaped by their class position, as well as how the education field of compulsory schooling opens up possibilities to some while closing them to others. The practical purposes of this research were to explore parental experience of the school and professional services concerning the education of their autistic child, as well as communication with their child’s teachers and other professionals at school. This research is a pilot study in preparation for a more extensive research project on Parental practices, choices and responsibilities within the Icelandic education field, designed and led by the first author, financed by The University of Iceland Research Fund and the Icelandic Equality Fund. In this paper the theoretical and methodological framework of the project is introduced and used to analyse a small dataset, collected for the MA-thesis of the second author, comprising a total of eight semi-structured interviews. The main interviewees were six mothers of children with autism spectrum disorder, and supplementary interviews were taken with a project manager of inclusive education at the Reykjavík Municipality educational office and a worker from a grassroots consultancy centre (Icel. Sjónarhóll) for parents of children with special needs. This research is a pilot study in preparation for a more extensive research project on Parental practices, choices and responsibilities within the Icelandic education field, designed and led by the first author, financed by The University of Iceland Research Fund and the Icelandic Equality Fund. In this paper the theoretical and methodological framework of the project is introduced and used to analyse a small dataset, collected for the MA-thesis of the second author, comprising a total of eight semi-structured interviews. The main interviewees were six mothers of children with autism spectrum disorder, and supplementary interviews were taken with a project manager of inclusive education at the Reykjavík Municipality educational office and a worker from a grassroots consultancy centre (Icel. Sjónarhóll) for parents of children with special needs. The mothers who participated in the research belonged to two distinctive class groups in terms of education and occupation. Three counted as middle-class. They had tertiary education degrees, worked as professionals and were married to their children’s fathers who had a similar class position. The lower-class mothers had GCSE or A level equivalent education; two of them struggled with health issues and were not participating in the labour market. None of the three lived with the child´s father and he took no part in the upbringing of the child. Two of them were single mothers and one was co-habiting with a new partner. In a Bourdieusian class analysis the data indicated a clear division between the mothers in terms of economic, cultural and social capital. The SEN-industry in Iceland has intensified and in the compulsory schools access to resources is not guaranteed, resulting in growing insecurity among the mothers with regard to obtaining the services of a paraprofessional to conduct a personalized special-ed programme for their child. This was especially the case after they joined secondary school. Subsequently, parental class resources and capital turned out to be more important. Overall, the middle-class mothers exhibited more confidence in their communication with the school. However, the culture of intensive parenting is rather young in Icelandic education, so all of the mothers were quite afraid of being seen as too pushy and demanding for their children. One of the main contributions of this research is exhibited in the title of this paper. The title is a quote from a middle-class mother, who felt strongly about the importance of having someone with respectability alongside her in the school- and at professional-meetings, in order to obtain needed services and interventions for her child. The middle-class mothers perceived that acquaintance with people who had high enough symbolic capital was helpful in moving things forward for their child. One of the lower-class mothers boosted her social capital by starting to work in her children’s school which gave her invaluable insight into the rules of the game in the field of education and had ground-breaking effects for her child. However, such knowledge and overview was easily accessible to the middle class mothers as they enjoyed more valuable connections through relatives, friends, acquaintances and parent associations.
 

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