Positive dispositions and close alignment: Using Bourdieusian concepts to understand parents' and teachers' perceptions of homework

ABSTRACT

This paper presents findings about teachers’ and parents’ perceptions of homework in a middle-class, primary school setting in Ireland, from a qualitative study that aimed to provide an insight into the neglected area of homework from the perspectives of two of the main stakeholders in the process. In-depth semi-structured interviews were conducted with six parents and six teachers of fifth-class pupils from adjoining boys’ and girls’ urban primary schools. Bourdieusian concepts of habitus, capitals, field, and practice were used as a theoretical framework and an interpretive lens. Homework perceptions are explored against the backdrop of a global phenomenon of education commodification, whereby parents are viewed as consumers of education, and in the context of parents and teachers as partners in children’s education. An overriding positive disposition towards homework by parents and teachers was evident in perceptions of its necessity and importance, indicating an alignment of their homework habitus.

KEYWORDS:

• Homework
• parents
• teachers
• Bourdieu
• qualitative research

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.