Schools, separating parents and family violence: a case study of the coercion of organisational networks

Article


Saltmarsh, Sue, Ayre, Kay and Tualaulelei, Eseta. 2022. "Schools, separating parents and family violence: a case study of the coercion of organisational networks." Critical Studies in Education. 63 (4), pp. 516-533. https://doi.org/10.1080/17508487.2021.1919165
Article Title

Schools, separating parents and family violence: a case study of the coercion of organisational networks

ERA Journal ID20125
Article CategoryArticle
AuthorsSaltmarsh, Sue (Author), Ayre, Kay (Author) and Tualaulelei, Eseta (Author)
Journal TitleCritical Studies in Education
Journal Citation63 (4), pp. 516-533
Number of Pages18
Year2022
PublisherTaylor & Francis
Place of PublicationAustralia
ISSN0076-6275
1750-8487
1750-8495
Digital Object Identifier (DOI)https://doi.org/10.1080/17508487.2021.1919165
Web Address (URL)https://www.tandfonline.com/doi/10.1080/17508487.2021.1919165
Abstract

This paper considers how complex family circumstances such as parental separation, custody disputes and family violence intersect with the organisational cultures and everyday practices of schools. In particular, we are concerned with the ways that coercive control – a strategy used predominantly by men to dominate, control and oppress women in the context of intimate partner relationships – can be deployed to manipulate and coerce the organisational networks of schools into furthering abusive agendas. Informed by cultural theory and research from sociology of education, legal studies, criminology and family violence, we show how what we term the ‘coercion of organisational networks’ (CON) both relies upon and exploits systemic misogyny and gendered unequal relations of power. These issues underpin institutional strategies often used by schools to keep parents – and mothers, in particular – at a distance. When affected by separation, divorce and family violence, being positioned in problematic terms can create additional risks for women and children. We argue that without adequate understandings of coercive control as practices within a broader constellation of systemic misogyny and gender inequalities, and in the absence of organisational cultures committed to addressing these, schools are considered complicit in perpetuating family violence and its effects.

KeywordsCoercion of organisational networks; schools; coercive control; family violence; gender
ANZSRC Field of Research 2020390203. Sociology of education
390499. Specialist studies in education not elsewhere classified
399999. Other education not elsewhere classified
Byline AffiliationsEducation University of Hong Kong, China
Edith Cowan University
School of Education
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