Abstract
Parents in Britain, and indeed much of the Western world, can assume their child will be educated, and that the education provided will probably be carried out within a school. It is part of the socialisation process. For parents in this study, education provision is not a straightforward process whereby the child goes to school, engages with a curriculum and learns how to develop intellectually and conform to and manage social norms. Parents in this study have children who do not merge easily into this social world.
Educational success becomes a function of social, cultural and material advantages in which mothers’ caring within the family is transmuted by the operations of the wider marketplace to serve its competitive, self-interested, individualistic ethos. Mothers’ practical maintenance, educational and emotional work underpins the workings of educational markets, contributing to a culture of winners and losers within which one child’s academic success is at the expense of other children’s failure.
(Reay, 1998: 165)
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Author information
Authors and Affiliations
Copyright information
© 2007 Chrissie Rogers
About this chapter
Cite this chapter
Rogers, C. (2007). Experiencing a ‘Special’ Education. In: Parenting and Inclusive Education. Palgrave Macmillan, London. https://doi.org/10.1057/9780230592124_5
Download citation
DOI: https://doi.org/10.1057/9780230592124_5
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-349-28504-4
Online ISBN: 978-0-230-59212-4
eBook Packages: Palgrave Social & Cultural Studies CollectionSocial Sciences (R0)