Hostname: page-component-cd9895bd7-gbm5v Total loading time: 0 Render date: 2024-12-26T20:21:40.908Z Has data issue: false hasContentIssue false
  • English
  • Français

Parents of the Welfare State: Pedagogues as Parenting Guides

Published online by Cambridge University Press:  31 January 2018

Karen Ida Dannesboe ,
Dil Bach ,
Bjørg Kjær  and
Charlotte Palludan
Karen Ida Dannesboe
Affiliation:
Department of Education, Aarhus University E-mail: [email protected]
Dil Bach
Affiliation:
Department of Education, Aarhus University E-mail: [email protected]
Bjørg Kjær
Affiliation:
Department of Education, Aarhus University E-mail: [email protected]
Charlotte Palludan
Affiliation:
Department of Education, Aarhus University1
Get access Rights & Permissions [Opens in a new window]

Abstract

In Denmark, a process of defamilising has taken place since the expansion of the Early Childhood Education and Care (ECEC) sector in the 1960s, in the sense that children now spend a large part of their childhood outside the family. Nevertheless, parents are still seen as key figures in children's upbringing and as having primary responsibility for the quality of childhood, implying a simultaneous process of refamilising. Based on ethnographic fieldwork we show that parents are not only held responsible for their children's lives at home, but also for ensuring that ECEC staff have the best possible opportunity to support children's development at ECEC institutions. We analyse how ECEC staff offer guidance on how to be a responsible parent who cooperates in the right ways, and on how to cultivate children's development at home. Parents willingly accept such advice because of a strong risk awareness embedded in diagnostic forms, positioning ECEC staff as parenting experts.

Keywords

ParentingECEC institutionsde/refamilisationdiagnostic cultureDenmark
Type
Themed Section on Parenting Support in the Nordic Countries: Is there a Specific Nordic Model?
Information
Social Policy and Society , Volume 17 , Issue 3 , July 2018 , pp. 467 - 480
Copyright
Copyright © Cambridge University Press 2018 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Akselvoll, M. Ø. (2016) Folkeskole, forældre, forskelle: Skole-hjem-samarbejde og forældreinvolvering i et forældreperspektiv, Roskilde: Roskilde Universitet.Google Scholar
Bach, D. (2014) ‘Parenting among wealthy Danish families: a concerted civilising process’, Ethnography and Education, 9, 2, 224–37CrossRefGoogle Scholar
Bach, D. (2016) ‘Ambitious parents as ideal or disorder: doing good parenthood in Denmark and Singapore’, in Sparrman, A., Westerling, A., Lind, J. and Dannesboe, K. I. (eds.), Doing Good Parenthood. Ideals and Practices of Parental Involvement, Cham: Palgrave Macmillan.Google Scholar
Bach, D. (2017) ‘The civilised family life: childrearing in affluent families’, in Gilliam, L. and Gulløv, E. (eds.), Children of the Welfare State. Civilising Practices in Schools, Childcare and Families, London: Pluto Press.Google Scholar
Bach, D. and Christensen, S. (2017) ‘Battling the tiger mother: preschool reform and conflicting norms of parenthood in Singapore’, Children and Society, 31, 2, 134–43.CrossRefGoogle Scholar
Brinkmann, S. and Petersen, A. (eds.) (2015) Diagnoser: perspektiver, kritik og diskussion, Aarhus: Forlaget Klim.Google Scholar
Dannesboe, K. I. (2012) Passende Engagement og (u)bekvemme skoleliv. Et studie af børns navigationer mellem skole og familie, Ph.d. dissertation, Aarhus Universitet.Google Scholar
Dannesboe, K. I., Kryger, N., Palludan, C. and Ravn, B. (eds.) (2012) Hvem sagde samarbejde? Et hverdagslivsstudie af skole-hjem-relationer, Aarhus Universitetsforlag.CrossRefGoogle Scholar
Dannesboe, K. I. (2016) ‘Ambiguous Involvement: children's construction of good parenthood’, in Sparrman, A., Westering, A., Lind, J. and Dannesboe, K. I. (eds.), Doing Good Parenthood. Ideals and Practices of Parental Involvement, Cham: Palgrave Macmillan.Google Scholar
Day-Care Facilities Act of 2016 [2007], LBK nr. 748 af 20/06/2016, https://www.retsinformation.dk/forms/r0710.aspx?id=182051 [accessed 15.01.2017].Google Scholar
Ellingsæter, A. and Leira, A. (2006) Politicising Parenthood in Scandinavia. Gender Relations in Welfare States, Bristol: The Policy Press.Google Scholar
Faircloth, C. (2014) ‘Intensive parenting and the expansion of parenting’ in Lee, E., Bristow, J. and Macvarish, J. (eds.), Parenting Culture Studies, Basingstoke and New York: Palgrave Macmillan.Google Scholar
Foucault, M. (1978/2002). ‘Governmentality’, in Faubion, D. (ed.), Power. Essential works of Foucault 1954–1984, London: Penguin Books.Google Scholar
Furedi, F. (2002) Paranoid Parenting. Why Ignoring the Experts may be the Best for your Child, Chicago: Chicago Review Press.Google Scholar
Gilliam, L. and Gulløv, E. (2014) ‘Making children ‘social’: civilising institutions in the Danish welfare state’, Human Figurations, 3, 1.Google Scholar
Gilliam, L. and Gulløv, E. (2017) Children of the Welfare State. Cultivating Practices in Schools, Childcare and Families, London: PlutoPress.Google Scholar
Heckman, J. (2008) ‘Schools, skills and synapses’, Economic Inquiry, 46, 3, 289–324.CrossRefGoogle ScholarPubMed
Horwitz, A. V. and Wakefield, J. C. (2012) All We Have to Fear: Psychiatry's Transformation of Natural Anxieties into Mental Disorders, Oxford: Oxford University Press.Google Scholar
Kjær, B. and Søren, S. (2002) ’Forebyggelse og integration – børn med særlige behov’, in Smidt, S. (ed.), Pædagogik og politik i kommunerne. Dagtilbud til børn – Rapport 1. Socialministeriets evaluering af formålsbestemmelsen om dagtilbud til børn i Lov om Social Service, Copengahen: CASA, Højvangseminariet and RUC, 77–106.Google Scholar
Kjær, B. (2003) ’Forældre og forældresamarbejde – hvordan omtales forældre og hvordan udtaler de sig?”, in Smidt, S. (ed.), Udvikling og perspektiver Socialministeriets evaluering af formålsbestemmelsen om dagtilbud til børn i Lov om Social Service. Rapport 3, Copenhagen: CASA, Højvangseminariet and RUC, 105–23.Google Scholar
Kjær, B. (2009) Basispladspædagogik og institutionskultur. Om god praksis I pædagogisk arbejde med børn I psykosociale vanskeligheder I Københavns Kommune, Rapport fra et forskningsprojekt.Google Scholar
Kjær, B. (2010) Inkluderende pædagogik. God praksis og gode praktikere. København: Akademisk forlag.Google Scholar
Kjær, B. (2013) ‘Pedagogic learning plans and children with special needs: transforming and anchoring – or maintaining and negotiating?’ in Gustavsson, A., Henningsen, G., af Klintberg, B., Skjelbred, A. H. B. and Amundsen, A. (eds.), ARV, Nordic Yearbook of Folklore, 61–88.Google Scholar
Kjær, B., Albertsen, K., Limborg, H-J. and Fournaise, M. (2015) Inklusion i daginstitutioner – mellem pædagogik og arbejdsmiljø, Forskningsrapport, CopenhagenDPU & TeamArbejdsliv.Google Scholar
Kristensen, J. E. and Bayer, S. (2015) Kamp og status. De lange linjer i børnehaveinstitutionens og pædagogprofessionens historie 1820–2015, København: Upress.Google Scholar
Kryger, N. and Ravn, B. (2009) ‘Reinstalling state-governed adult authority?’ Nordisk Pædagogik, 29, 1, 163–73.Google Scholar
Kryger, N. and Westerling, A. (2017) ‘ Comparing ‘being, and ‘becoming’. Negotiating readiness in early childhood education and care in Zealand (Denmark) and New Zealand’, Presentation at RECE Conference: Finding a Home in the World: Migration, Indigeneity, and Citizenship, Toronto 24–27 October.Google Scholar
Lareau, A. (2003) Unequal Childhoods: Class, Race and Family Life, Berkeley, Los Angeles and London: University of California Press.Google Scholar
Lee, E., Bristow, J., Faricloth, C. and Macvarish, J. (eds.) (2014) Parenting Culture Studies, Basingstoke and New York: Palgrave Macmillan.CrossRefGoogle Scholar
Rasmussen, K. (2009) ’Om barndommens institutionalisering - og noget om dens affortryllelse’, in Højlund, S. (ed.), Barndommens organisering - i et dansk institutionsperspektiv, Frederiksberg: Roskilde Universitetsforlag.Google Scholar
Rosenberg, C. E. (2002) ’Languages of suffering’, Theory and Psychology, 24, 630–48.Google Scholar
Vincent, C. (2017) ‘The children have only got one education and you have to make sure it's a good one’: parenting and parent–school relations in a neoliberal age, Gender and Education, 29, 5, 541–57.CrossRefGoogle Scholar