‘A damn sight more sensitivity’: gender and parent-school engagement during post-separation family transitions

Article


Saltmarsh, Sue, Tualaulelei, Eseta and Ayre, Kay. 2022. "‘A damn sight more sensitivity’: gender and parent-school engagement during post-separation family transitions." Gender and Education. 34 (1), pp. 64-79. https://doi.org/10.1080/09540253.2021.1902483
Article Title

‘A damn sight more sensitivity’: gender and parent-school engagement during post-separation family transitions

ERA Journal ID11140
Article CategoryArticle
AuthorsSaltmarsh, Sue (Author), Tualaulelei, Eseta (Author) and Ayre, Kay (Author)
Journal TitleGender and Education
Journal Citation34 (1), pp. 64-79
Number of Pages16
Year2022
PublisherTaylor & Francis
Place of PublicationUnited Kingdom
ISSN0954-0253
1360-0516
Digital Object Identifier (DOI)https://doi.org/10.1080/09540253.2021.1902483
Web Address (URL)https://www.tandfonline.com/doi/full/10.1080/09540253.2021.1902483
Abstract

This paper considers the importance parents place on engaging with children’s schools following the dissolution of parental intimate partner relationships. These periods of family transition typically involve many changes to everyday life, and can be complicated by tensions, disputes and competing agendas between parties. During such times, school staff may be unaware of family circumstances, uncomfortable about being privy to what many consider private matters, or unsure of their responsibilities based on the information available to them. For parents, however, the link between home and school can be a critical aspect of maintaining community connections and supporting children’s learning and wellbeing during a time of personal and family upheaval. Here we draw on in-depth interviews with four Australian parents, whose experiences highlight how gendered norms and assumptions that underpin everyday school activities and practices can create exclusions and additional demands for families in need of sensitivity, safety and support.

Keywordsparent-school engagement; parental relationship dissolution; family transitions; heteronormativity; family violence; coercion of organisational networks
ANZSRC Field of Research 2020390499. Specialist studies in education not elsewhere classified
390412. Teacher and student wellbeing
Public Notes

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Byline AffiliationsEducation University of Hong Kong, China
School of Education
Edith Cowan University
Institution of OriginUniversity of Southern Queensland
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Chapman, Amy and Saltmarsh, Sue. 2013. "The politics of normative childhoods and non-normative parenting: a response to Cristyn Davies and Kerry Robinson." Contemporary Issues in Early Childhood. 14 (1), pp. 60-65. https://doi.org/10.2304/ciec.2013.14.1.60
Michel de Certeau, everyday life and policy cultures: the case of parent engagement in education policy
Saltmarsh, Sue. 2015. "Michel de Certeau, everyday life and policy cultures: the case of parent engagement in education policy." Critical Studies in Education. 56 (1), pp. 38-54. https://doi.org/10.1080/17508487.2015.961166
Parenting the ‘Millennium Child’: choice, responsibility and playing it safe in uncertain times
Barr, Jenny, de Souza, Marian, Harrison, Cathie, Hyde, Brendan, Van Vliet, Helen and Saltmarsh, Sue. 2012. "Parenting the ‘Millennium Child’: choice, responsibility and playing it safe in uncertain times." Global Studies of Childhood. 2 (4), pp. 302-318. https://doi.org/10.2304/gsch.2012.2.4.302
‘It all comes down to the leadership’: the role of the school principal in fostering parent-school engagement
Barr, Jenny and Saltmarsh, Sue. 2014. "‘It all comes down to the leadership’: the role of the school principal in fostering parent-school engagement ." Educational Management Administration and Leadership. 42 (4), pp. 491-505. https://doi.org/10.1177/1741143213502189