Preschool teachers’ experience of parents’ WhatsApp groups: technological ambivalence and professional de-skilling

References

• Acker, S., and J. A. Dillabough. 2007. “Women ‘Learning to Labour’ in the ‘Male Emporium’: Exploring Gendered Work in Teacher Education.” Gender and Education 19 (3): 297–316.
   Web of Science ®Google Scholar
• Addi-Raccah, A. 2015. “School Principals’ Role in the Interplay Between the Superintendents and Local Education Authorities: The Case of Israel.” Journal of Educational Administration 53 (2): 287–306.
   Web of Science ®Google Scholar
• Addi-Raccah, A., and M. Yemini. 2018. “What is up? Parental Whatsapp Discussion Groups in Diverse Educational Settings in Israel.” Multicultural Education Review 10 (4): 310–326.
   Web of Science ®Google Scholar
• Apple, M. W. 1995. Education and Power. New York: Routledge.
   Google Scholar
• Arcy, J. 2016. “Emotion Work: Considering Gender in Digital Labor.” Feminist Media Studies 16 (2): 365–368.
   Web of Science ®Google Scholar
• Asterhan, C. S., and H. Rosenberg. 2015. “The Promise, Reality, and Dilemmas of Secondary School Teacher-Student Interactions in Facebook: The Teacher Perspective.” Computers & Education 85: 134–148.
   Web of Science ®Google Scholar
• Banet-Weiser, S. 2012. Authentic™: The Politics of Ambivalence in Brand Culture. New York: New York University Press.
   Google Scholar
• Barber, T. 2002. “‘A Special Duty of Care’: Exploring the Narration and Experience of Teacher Caring.” British Journal of Sociology of Education 23 (3): 383–395.
   Web of Science ®Google Scholar
• Bigum, C. 1997. “Teachers and Computers: In Control or Being Controlled?” Australian Journal of Education 41 (3): 247–261.
   Web of Science ®Google Scholar
• Braun, A. 2017. “Education Policy and the Intensification of Teachers’ Work: The Changing Professional Culture of Teaching in England and Implications for Social Justice.” In Policy and Inequality in Education. Education Policy & Social Inequality, vol 1, edited by S. Parker, K. Gulson, and T. Gale, 169–185. Singapore: Springer.
   Google Scholar
• Braverman, H. 1998. Labor and Monopoly Capital: The Degradation of Work in the Twentieth Century. 25th anniversary edition. New York: Monthly Review Press.
   Google Scholar
• Bromley, H. 1997. “The Social Chicken and the Technological egg: Educational Computing and the Technology/Society Divide.” Educational Theory 47 (1): 51–65.
   Google Scholar
• Church, K., and R. de Oliveira. 2013, August. What's up with WhatsApp?: Comparing mobile instant messaging behaviors with traditional SMS. In Proceedings of the 15th international conference on Human-computer interaction with mobile devices and services (pp. 352-361). ACM.
   Google Scholar
• Clegg, S. 2001. “Theorising the Machine: Gender, Education and Computing.” Gender and Education 13 (3): 307–324.
   Web of Science ®Google Scholar
• Darbyshire, P., C. MacDougall, and W. Schiller. 2005. “Multiple Methods in Qualitative Research with Children: More Insight or Just More?” Qualitative Research 5 (4): 417–436.
   Google Scholar
• Davis, J. 2012. “Social Media and Experiential Ambivalence.” Future Internet 4: 995–970.
   Google Scholar
• Done, E. J., and M. Murphy. 2018. “The Responsibilities of Teachers: A Neoliberal Solution to the Problem of Inclusion.” Discourse: Studies in the Cultural Politics of Education 39 (1): 142–155.
   Web of Science ®Google Scholar
• Dor, A., and T. B. Rucker-Naidu. 2012. “Teachers’ Attitudes Toward Parents’ Involvement in School: Comparing Teachers in the USA and Israel.” Issues in Educational Research 22 (3): 246–262.
   Google Scholar
• Douglass, A., and J. H. Gittell. 2012. “Transforming Professionalism: Relational Bureaucracy and Parent–Teacher Partnerships in Child Care Settings.” Journal of Early Childhood Research 10 (3): 267–281.
   Google Scholar
• Drudy, S. 2008a. “ Gender Balance/Gender Bias: the Teaching Profession and the Impact of Feminisation.” Gender and Education 20 (4): 309–323.
   Web of Science ®Google Scholar
• Drudy, S. 2008b. “Professionalism, Performativity and Care: Whither Teacher Education for a Gendered Profession in Europe?” In Teacher Education Policy in Europe: A Voice of Higher Education Institutions, edited by B. Hudson and P. Zgaga, 43–61. Umea: University of Umea, Faculty of Teacher Education.
   Google Scholar
• Drudy, S., M. Martin, M. Woods, and J. O’Flynn. 2005. Men and the Classroom. London: Routledge.
   Google Scholar
• Easthope, C., and G. Easthope. 2000. “Intensification, Extension and Complexity of Teachers’ Workload.” British Journal of Sociology of Education 21 (1): 43–58.
   Web of Science ®Google Scholar
• Edgell, S., and E. Granter. 2019. The Sociology of Work: Continuity and Change in Paid and Unpaid Work. 3rd ed. London: Sage Publishing.
   Google Scholar
• Ellul, J. 1990. The Technological Bluff. Grand Rapids, MI: Eerdmans. Original work published 1988.
   Google Scholar
• Feenberg, A. 1991. Critical Theory of Technology. Oxford: Oxford University Press.
   Google Scholar
• Feenberg, A. 1999. Questioning Technology. New York: Routledge.
   Google Scholar
• Fisher, Y. 2009. “Defining Parental Involvement: The Israeli Case.” Online Submission 6 (11): 33–45.
   Google Scholar
• Forrester, G. 2005. “All in a Day’s Work: Primary Teachers ‘Performing’ and ‘Caring’.” Gender and Education 17 (3): 271–287.
   Web of Science ®Google Scholar
• Goffman, E. 1967. Interaction Ritual: Essays on Face-to-Face Behavior. New York: Anchor Books.
   Google Scholar
• Goldman, L., M. Mwango, and V. Reitenauer. 2018. “Performing Self, Performing Community.” Performing Care: A Polyphony. Feminist Teacher 28 (2-3): 124–140.
   Google Scholar
• Goodall, J., and C. Montgomery. 2014. “Parental Involvement to Parental Engagement: a Continuum.” Educational Review 66 (4): 399–410.
   Web of Science ®Google Scholar
• Graubert, D., and J. Miller. 1957. “On Ambivalence.” Psychiatric Quarterly 31 (1–4): 458–464.
   PubMedGoogle Scholar
• Grint, K., and S. Woolgar. 1997. The Machine at Work: Technology, Work and Organisation. Cambridge: Polity.
   Google Scholar
• Gur, B. 2014. “Deskilling of Teachers: The Case of Turkey.” Educational Sciences: Theory and Practice 14 (3): 887–904.
   Google Scholar
• Gurumurthy, A., L. McLaughlin, and M. Jha. 2014. Labouring Women, Enterprising States: A Research Study on Women, Information Technology and Narratives of Entreprenuership. Bengaluru: IT for Chang.
   Google Scholar
• Hamington, M. 2012. “A Performative Approach to Teaching Care Ethics: A Case Study.” Feminist Teacher 23 (1): 31–49.
   Google Scholar
• Hughes, B., L. McKie, D. Hopkins, and N. Watson. 2005. “Love’s Labours Lost? Feminism, the Disabled People’s Movement and an Ethic of Care.” The Journal of the British Sociological Association 39 (2): 259–275.
   Web of Science ®Google Scholar
• Huws, U. 2014. Labor in the Global Digital Economy: The Cybertariat Comes of Age. New York: Monthly Review Press.
   Google Scholar
• Ichilov, O. 2012. “Privatization and Commercialization of Public Education: Consequences for Citizenship and Citizenship Education.” The Urban Review 44 (2): 281–301.
   Google Scholar
• Jeoffry, B., and G. Troman. 2012. Performativity in UK Education: Ethnographic Cases of Its Effects, Agency and Reconstructions. Gloucestershire: E & E Publishing.
   Google Scholar
• Jezierski, S., and G. Wall. 2017. “Changing Understandings and Expectations of Parental Involvement in Education.” Gender and Education 31: 1–16.
   Web of Science ®Google Scholar
• Karseth, B., and M. Nerland. 2007. “Building Professionalism in a Knowledge Society: Examining Discourses of Knowledge in Four Professional Associations.” Journal of Education and Work 20 (4): 55–335.
   Google Scholar
• Katriel, T. 1986. Talking Straight: Dugri Speech in Israeli Sabra Culture. Cambridge: Cambridge University Press.
   Google Scholar
• Katz, J. E. and M. Aakhus, eds. 2002. Perpetual Contact: Mobile Communication, Private Talk, Public Performance. Cambridge: Cambridge University Press.
   Google Scholar
• Kenway, J. 1996. “The Information Superhighway and Post-Modernity: The Social Promise and the Social Price.” Comparative Education 32 (2): 217–231.
   Web of Science ®Google Scholar
• Kirkpatrick, G. 2018. “Towards Reconciliation or Mediated non-Identity? Feenberg’s Aesthetic Critique of Technology.” Thesis Eleven 138 (1): 81–98.
   Web of Science ®Google Scholar
• Landeros, L. 2011. “ Defining the ‘Good Mother’ and the ‘Professional Teacher’: Parent–Teacher Relationships in an Affluent School District.” Gender and Education 23 (3): 247–262.
   Web of Science ®Google Scholar
• Latour, B., and S. Woolgar. 1979. Laboratory Life: The Social Construction of Scientific Facts. Thousand Oaks, CA: Sage.
   Google Scholar
• Lawless, B., and Y.-W. Chen. 2015. “Immigrant Women, Academic Work, and Agency: Negotiating Identities and Subjectivities with/in the Ivory Tower.” The International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 14: 39–50.
   Google Scholar
• Lawless, B., and Y.-W. Chen. 2017. “Multicultural Neoliberalism and Academic Labor: Experiences of Female Immigrant Faculty in the U.S. Academy.” Cultural Studies, Critical Methodologies 17 (3): 236–243.
   Web of Science ®Google Scholar
• Ling, R. 2012. Taken for Grantedness: The Embedding of Mobile Communication Into Society. Cambridge: MIT Press.
   Google Scholar
• Luttrell, W. 2019. “ Picturing Care: an Introduction.” Gender and Education 31 (5): 563–575.
   Web of Science ®Google Scholar
• Lynch, K. 2014. “New Managerialism: The Impact on Education.” Concept 5 (3): 11.
   Google Scholar
• Martens, C. 2017. “Questioning Technology in South America: Ecuador’s FLOK Society Project and Andrew Feenberg’s Technical Politics.” Thesis Eleven 138 (1): 13–25.
   Web of Science ®Google Scholar
• McRobbie, A. 2011. “Reflections on Feminism, Immaterial Labour and the Post-Fordist Regime.” New Formations 70 (70): 60–76.
   Google Scholar
• Ministry of Education. 2012. Use of Social Networks in the Education System, Director-General Circular. https://cms.education.gov.il/EducationCMS/Applications/Mankal/EtsMedorim/6/6-1/HodaotVmeyda/H-2013-8-6-1-1.htm (in Hebrew).
   Google Scholar
• Ministry of Education. 2016. Ethics, Security and Behavior of Kindergarten Staff in the Digital Arena, Division of Preschool Education. https://edu.gov.il/minhalpedagogy/preschool/subject/science-and-technology/digital-media-lib/Pages/ethics-values-in-digital-spaces.aspx (in Hebrew).
   Google Scholar
• Miretzky, D. 2004. “The Communication Requirements of Democratic Schools: Parent– Teacher Perspectives on Their Relationships.” Teachers College Record 106: 814–851.
   Web of Science ®Google Scholar
• Peeters, J. 2013. “Towards a Gender Neutral Interpretation of Professionalism in ECEC.” Revista Espanola de Educacion Comparada. La Educacion Infantil en Perspectiva Europea ano 2013 21: 119–143.
   Google Scholar
• Pittard, A. E. 2016. “‘Gettin’ a Little Crafty: Teachers Pay Teachers©, Pinterest© and neo-Liberalism in new Materialist Feminist Research’.” Gender and Education 29 (1): 28–47.
   Web of Science ®Google Scholar
• Pomerantz, E. M., E. A. Moorman, and S. D. Litwack. 2007. “The how, Whom, and why of Parents’ Involvement in Children’s Academic Lives: More is not Always Better.” Review of Educational Research 77 (3): 373–410.
   Web of Science ®Google Scholar
• Poster, M. 1995. “Postmodern Virtualities.” Body and Society 1 (3-4): 79–95.
   Google Scholar
• Rambe, P., and L. Nel. 2014. “Technological Utopia, Dystopia and Ambivalence: Teaching with Social Media at a South African University.” British Journal of Educational Technology 46 (3): 629–648.
   Web of Science ®Google Scholar
• Ribak, R., and M. Rosenthal. 2015. “Smartphone Resistance as Media Ambivalence.” First Monday 20 (11).
   Google Scholar
• Roberts, A. 2015. “The Political Economy of ‘Transnational Business Feminism.’.” International Feminist Journal of Politics 17 (2): 209–231.
   Web of Science ®Google Scholar
• Rosenberg, H. 2015. “Home, Front and Mobile Phones: The Case of the Second Lebanon War.” Social Issues in Israel 20: 131–155. (Hebrew).
   Google Scholar
• Rosenberg, H., and C. S. Asterhan. 2018. ““WhatsApp, Teacher?”-Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools.” Journal of Information Technology Education: Research 17: 205–226.
   Web of Science ®Google Scholar
• Sachs, J. 2001. “Teacher Professional Identity: Competing Discourses, Competing Outcomes.” Journal of Education Policy 16 (2): 149–161.
   Web of Science ®Google Scholar
• Scharff, C. 2012. Repudiating Feminism: Young Women in a Neoliberal World. Farnham: Ashgate.
   Google Scholar
• Schraube, E. 2009. “Technology as Materialized Action and its Ambivalences.” Theory & Psychology 19: 296–312.
   Web of Science ®Google Scholar
• Selwyn, N. 2000. “Researching Computers and Education—Glimpses of the Wider Picture.” Computers and Education 34: 93–101.
   Web of Science ®Google Scholar
• Shimoni, R., and J. Baxter. 1996. Working with Families: Perspectives for Early Childhood Professionals. Don Mills, Canada: Addison-Wesley.
   Google Scholar
• Suddaby, R., G. D. Saxton, and S. Gunz. 2015. “Twittering Change: The Institutional Work of Domain Change in Accounting Expertise.” Accounting, Organizations and Society 45: 52–68.
   Web of Science ®Google Scholar
• Tong, R. 2009. Feminist Thought: A More Comprehensive Introduction, 162–165. Charlotte, NC: Westview Press.
   Google Scholar
• Van Laere, M., G. Vandenbroeck, and J. Peeters. 2014. “Challenging the Feminisation of the Workforce: Rethinking the Mind–Body Dualism in Early Childhood Education and Care.” Gender and Education 26 (3): 232–245.
   Web of Science ®Google Scholar
• Vigdor, L. 2010. An Intersectional Reading of Gender and Technology (Dissertation). Available from ProQuest Dissertations and Theses Global database.
   Google Scholar
• Wajcman, J. 1991. Feminism Confronts Technology. Cambridge: Polity Press.
   Google Scholar
• Wajcman, J. 2007. “From Women and Technology to Gendered Technoscience.” Information, Communication and Society 10 (3): 287–298.
   Google Scholar
• Walkerdine, V. 2003. “Reclassifying Upward Mobility: Femininity and the neo-Liberal Subject.” Gender and Education 15 (3): 237–248.
   Web of Science ®Google Scholar
• Warina, J., and E. Gannerud. 2014. “Gender, Teaching and Care: A Comparative Global Conversation.” Gender and Education 26 (3): 193–199.
   Web of Science ®Google Scholar
• Wasserman, E., and Y. Zwebner. 2017. “Communication Between Teachers and Parents Using the WhatsApp Application.” International Journal of Learning, Teaching and Educational Research 16: 12.
   Google Scholar
• Webster, F., and K. Robins. 1986. Information Technology: A Luddite Analysis. Norwood, NJ: Ablex.
   Google Scholar
• Weissblei, E. 2019. Public Policy in Early Childhood Education – Comparative Analysis, a report for Parliament Research and Information Centre. https://main.knesset.gov.il/Activity/Info/MMM/Pages/document.aspx?docId=51556b58-e9f7-e411-80c8-00155d010977&businessType=1 (In Hebrew).
   Google Scholar
• Yona, Y., and Y. Dahan. 2013. (Hebrew). “Israeli Educational System: Equality and Opportunities – from Building the Nation to Neoliberalism, edited by N. Mizrahi, Y. Yona, and Y. Feniger (eds.) Difference Practices in the Educational Field in Israel: A Bottom-up Look, 17–35. Jerusalem: Van-Leer institute and United Tibbuts publications.
   Google Scholar
• Zaslow, E. 2009. Feminism, Inc.: Coming of age in Girl Power Media Culture. New York: Palgrave Macmillan.
   Google Scholar