Affari di familglia: identity, shared values and tradition in a family of teachers

ABSTRACT

The influence of the family on its members is significant. Parents impart professional values and priorities that shape the perspective and often career choice of their children. Drawing on Family Systems Theory, this case study focuses on how the teaching profession connects and impacts one geographically dispersed, multigenerational family. Findings suggest that teaching connects family members through service to others, shared family values, early influences, identity construction, tradition, and even rebellion. Family members are proud of their fellow teachers, and of the younger generations for continuing the family ‘business’.

KEYWORDS:

• family
• tradition
• teaching
• career choice

Acknowledgments

The author would like to thank Holly Cooper for her research assistance, as well as one of the anonymous reviewers in particular - for pushing really hard to improve the manuscript.G

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Lee-Ann Ewing

Lee-Ann Ewing a teaching associate at Monash University and a PhD candidate at Macquarie University (Australia). She is experienced primary school teacher, having taught in two countries and four states. Lee-Ann holds an M. Ed (with honours) from the University of Western Australia and a B.A. (with distinction) from the University of South Africa. Her doctoral research focuses on the impact of COVID-19 on Australian schools. She has published in Technology, Pedagogy & Education, Media International AustraliaandMentoring & Tutoring: Partnership in Learning.