Abstract
The chapter approaches the nature of time associated with the school routine as part of mothers’ identities and their distinctive parenting styles. The mothers’ narratives are analysed from the perspective of their personal experiences that are embedded in biographical reflections of their own schooling in the past and expectations for their children’s future. The time of schooling is understood as exploratory, family time, a time of strengthening emotional bonds between mother and child and mothers’ identities and parenting. The analysis contributes to understanding of structuring (constructing) of schooling time as deeply rooted in mothers’ biographical experience and their meaning of “family time”. Analysis in this chapter is based on a set of auto-biographical interviews with mothers with pre-school and primary school age children conducted by the author in the ISOTIS project (ISOTIS-“Inclusive Education and Social Support to tackle Inequalities in Society” EC Horizon -2020 project, grant agreement No.727069.) in the North West of England in 2018.
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Notes
- 1.
Here and throughout the text only pseudonyms are used. The author does not use any demographic or geographical names to protect identities of the interviewed and their families.
- 2.
GCSE – General Certificate of Secondary Education. This level is normally achieved at the age 16.
- 3.
School children normally reach year 6 at the age of 10.
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Acknowledgements
The data used in the analysis was generated in the qualitative study of parents, which was conducted by the author in England as part of her work at the Department of Education of the University of Oxford which was a partner organisation in the ISOTIS-“Inclusive Education and Social Support to tackle Inequalities in Society” EC Horizon -2020 project, grant agreement No.727069
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Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities. In: Schilling, E., O'Neill, M. (eds) Frontiers in Time Research – Einführung in die interdisziplinäre Zeitforschung. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-31252-7_13
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