Inequitable interventions and paradoxical pedagogies: how mothers are ‘taught’ to support their children's literacy development in early childhood

ABSTRACT

At a time when neo-liberal policy agenda are resulting in many public services being taken away from families with young children, this paper draws on Basil Bernstein's concepts of visible and invisible pedagogies to reveal how professionals offer ‘support’ to parents of young (under five years old) children in a small town in the East Midlands (England). It draws on findings from an ethnographic study which show that mothers are ‘taught’ to support their young children's literacy development differently depending on the way English education policy is interpreted and enacted in the places they visit. It is argued that dominant policy discourses around ‘good’ parenting can lead to inequitable interventions, paradoxical pedagogies and the disempowerment of some parents. The paper therefore contributes to the wider debate about more equitable ways of working with families that will be applicable across other contexts.

KEYWORDS:

• Parents
• early childhood
• education policy
• literacy
• pedagogy
• Bernstein
• public services

Disclosure statement

No potential conflict of interest was reported by the author.