Virkni, val og skyldur foreldra í íslensku menntakerfi: Virkir og miðjaðir foreldrahópar
1. október kl. 10:45 til 12:15 – Smelltu til að taka þátt á ZOOM!
RannMennt og RannKyn
Auður Magndís Auðardóttir og Annadís G. Rúdólfsdóttir
Foreldraval og þróun skólasamfélaga á höfuðborgarsvæðinu: Félagsleg aðgreining í sjálfstætt starfandi skólum hérlendis
Auður Magndís Auðardóttir, aðjúnkt, MVS, HÍ og Sonja Kosunen, Helsinkiháskóli
Markmið rannsóknarinnar er að skoða félagslegan bakgrunn nemenda í sjálfstætt starfandi skólum hérlendis til að festa fingur á mögulega félagslega aðgreiningu. Að auki notum við viðtöl við foreldra barna í sjálfstætt starfandi skólum til að greina með hvaða hætti þeir tala um skólaval og sjálfstætt starfandi skóla. Hugtök Bourdieus; auðmagn, táknrænt vald og aðgreining eru notuð til að varpa ljósi á gögnin. Niðurstöður sýna að margir af nemendum sjálfstætt starfandi skólanna eru börn í forréttindastöðu en þessi bakgrunnur þeirra skýrist ekki síst af landfræðilegri staðsetningu skólanna. Margir hverjir eru í nágrenni við sveitarfélagsrekna skóla sem einnig eru með nemendur í forréttindastöðu. Í viðtölum við foreldra kom í ljós að þeir tengja góða hegðun og metnað við sjálfstætt starfandi skólana og álíta sveitarfélagsrekna skóla lélegri. Foreldrar sem tengjast menningararmi milli- og efri stétta upplifa sig í siðferðislegri klípu vegna skólavals. Þeir álíta sig knúna til að velja sjálfstætt starfandi skóla vegna þess sem þeir álíta slæma þjónustu í sveitarfélagsreknum skólum jafnvel þó, pólitískt séð, þeir séu hlynntir samrekstri almannaþjónustu. Á heildina litið benda niðurstöður okkar til þess að sjálfstætt starfandi skólar stuðli að hluta til að félagslegri aðgreiningu á grunnskólastigi hérlendis.
Following the recommendations: Parent perspectives on Icelandic school operations in the time of COVID-19
Elizabeth Lay, PhD student, SE, UI, Brynja Elisabeth Halldórsdóttir, assistant professor, SE, UI
In an attempt to mitigate the spread of the COVID-19 pandemic in early 2020, governments worldwide announced temporary closures of schools and universities, affecting over 1.7 billion learners in 188 countries and territories. Iceland is one of a handful of countries that elected to keep their preschools and compulsory schools at least partially open throughout the pandemic. By doing so, Icelandic officials sought to maintain a sense of routine for children and minimize the social and economic complications now imminent in other nations after months of school closures. This study explores how Icelandic speaking and non-Icelandic speaking parents responded to government decisions for their children’s schooling at a time of crisis. By noting how parents access and understand recommendations from Icelandic authorities during this time, the research aims to understand parents’ perspectives based on their levels of trust and the strength of their information network. Using Bourdieu’s social capital theory, we examine parents’ trust of authorities, their connectedness to Icelandic societal norms, and their social and economic concerns due to an unprecedented global crisis. An online survey was launched in May 2020, recruiting Icelandic and international parents in Icelandic schools via advertising in active social media parent groups. Of the 356 completed responses used in the study, most are female and educated, and about half are native Icelandic and half are with an immigrant background. Data indicate that while a few parents felt the burden of exposing their children to infection by sending them to school, there was social pressure to follow the Icelandic recommendations and keep children in school.
Transnational high-income mothers and their experience of Icelandic urban schools
Angela Shapow, master’s student, SE, UI and Berglind Rós Magnúsdóttir, associate professor, SE, UI
This research is part of a larger research project ‘Parental practices, choices, and responsibilities in the Icelandic field of education’ (PPR). This paper provides a qualitative descriptive analysis of parental practices among high-income, transnational mothers with children in Icelandic compulsory schools. This group is underrepresented when it comes to exploring the social and academic lives of immigrant children in the education system. Six qualitative individual interviews were conducted with mothers of white origin living in the greater Reykjavík area; thereof two had English as a mother tongue. The conceptual framework and its methodological tools are developed by the PPR research team and this paper explores in particular how the axes of high economic and educational capital are part of immigrant parental involvement in Iceland. Due to their or their spouses’ transnational class privilege, they had some discretion as to which of the country’s school systems to join and chose the Reykjavík metropolitan area and neighborhoods, positioned rather high in cultural and/or economic capital. As Icelandic parents in general, the majority of these mothers sent their children to their neighborhood school. They valued the inclusiveness of Icelandic schools and appreciated the comparative absence of a narrow, results-driven curriculum influenced by high-stakes testing, which gave their children a safe place to explore and develop. However, consistent with the literature on class-based parenting practices, the participants supplemented the school curriculum, either with materials specific to their home country, additional academic work, or privately obtained lessons in Icelandic. The emphasis on parental involvement is rather recent in Iceland. Since 2008, it has been intensified in laws and regulations. In the parents’ view, the culture of parental involvement is not very systematic and lacks compensation for language difference. As a result, they were not able to become as involved as they wanted.