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

Saltmarsh, Sue and Tualaulelei, Eseta ORCID: https://orcid.org/0000-0001-8393-7015 and Ayre, Kay (2021) ‘A damn sight more sensitivity’: gender and parent-school engagement during post-separation family transitions. Gender and Education. ISSN 0954-0253

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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.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Accepted version deposited in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 06 Apr 2021 02:52
Last Modified: 06 Apr 2021 07:24
Uncontrolled Keywords: parent-school engagement; parental relationship dissolution; family transitions; heteronormativity; family violence; coercion of organisational networks
Fields of Research (2008): 20 Language, Communication and Culture > 2002 Cultural Studies > 200205 Culture, Gender, Sexuality
13 Education > 1303 Specialist Studies in Education > 130399 Specialist Studies in Education not elsewhere classified
Fields of Research (2020): 39 EDUCATION > 3904 Specialist studies in education > 390499 Specialist studies in education not elsewhere classified
39 EDUCATION > 3904 Specialist studies in education > 390412 Teacher and student wellbeing
Socio-Economic Objectives (2008): C Society > 93 Education and Training > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified
C Society > 93 Education and Training > 9399 Other Education and Training > 939904 Gender Aspects of Education
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160202 Gender aspects in education
16 EDUCATION AND TRAINING > 1699 Other education and training > 169999 Other education and training not elsewhere classified
Identification Number or DOI: https://doi.org/10.1080/09540253.2021.1902483
URI: http://eprints.usq.edu.au/id/eprint/41658

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