Parental public pedagogies: The perspective of two case studies
Abstract
Research objectives and problem(s): The aim of this article is to analyze parental public pedagogies from the perspective of two case studies.
Research methods: This case study adopts a qualitative case study design and uses narrative interviews, observations, and document analysis.
Process of argumentation: The article begins with a discussion of the theoretical foundations of public space, public pedagogies, and issues related to parental involvement. This is followed by a presentation of the research design, the findings, and a discussion of the forms of public pedagogies demonstrated in both cases.
Research findings and their impact on the development of educational sciences: The people at the center of both case studies interrupt and disrupt the public space of which they are a part. Their interruptions express disagreement with what Gert J. J. Biesta describes as an “egological” form of existence: one focused solely on the individual self. Through their ongoing engagement with subjectivity, both participants—as parent and as teacher—develop a pedagogy of interruption.
Conclusions and/or recommendations: The article concludes with reflections, including forward-looking ones, drawing attention to the role of networks of parent–researchers in public space in strengthening the subjective representations of both parents and researchers.
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