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This paper details the gendered oppressions of young female teachers in three elite boys' private schools in Australia. Drawing on Foucauldian analytics and the theory of practice architectures, we explore the discourses and practices that work together to silence and disempower female teachers in these schools. There is an unevenness in these accounts, as there are also female teachers in the study who appear to successfully circumnavigate these issues. However, this apparent wherewithal of some female teachers speaks to the internalisations of gender oppression as much as it does to the teachers' agency. This paper illuminates these gender oppressions, which are made possible because they remain hidden and unchallenged. The findings of this study raise thorny issues for school-based leadership, but also for educational policy-makers, because gender oppression is seemingly inextricable from the social practices that elite private boys' schools both advocate and rely on for positional advantage in schooling markets. [ABSTRACT FROM AUTHOR]

The field of youth sociology has been challenged to reconsider the role of parenting in the lives of young adults. This paper presents a multiple-case study investigation into young men’s transitions from school into further education in an Australian context. We will argue that relationships with parents are materially, socially and emotionally salient throughout the period during which young men move out of adolescence and into young adulthood during their final year of senior schooling and beyond. In considering how the young men constituted their identities in the context of family relationships, we will highlight the dynamic interplay between three relational identities: dependent, independent and interdependent. We show that a main locus of tension was the negotiation of power and agency in the representation of self in relation to parents, specifically in the context of a period in which educational achievement was highly emphasised. [ABSTRACT FROM PUBLISHER]

Parents, especially mothers, have been increasingly positioned as a central determinant of children's educational outcomes. Analysing articles from a Canadian parenting magazine, this study explores and compares understandings of what it means to be an involved parent in a child's education during two time periods: 1993–1995 and 2013–2015. Findings suggest that involved parenting with respect to children's education is complex and intensive, occurring in both the home and the school. Over time the necessity of parental involvement became more taken-for-granted and the ideal parental role moved from one of providing direct assistance to children to one of creating the right environment for children to take self-responsibility; a shift that involved more emotion management on the part of mothers. These changes are analysed in the context of neoliberal understandings and intensive mothering with attention paid to class and gender implications. [ABSTRACT FROM AUTHOR]

This article draws on data from 20 years of qualitative projects with parents to discuss and analyse four issues. The first is the apparent responsibilities of parents to deliver both the school and home setting which will provide ‘the best’ for their children. Second, the gendering of parental responsibilities. Third, I investigate how class and ethnicity shape parents’ relationships with educational institutions. Drawing on Bourdieu’s conceptual framework, I consider how parents’ habitus and the forms and volumes of capital they both possess and can activate inform their struggles for position in the field of schooling. Fourth, I seek to complicate the binary between middle-class and working-class parents with the former commonly assumed to be powerful and effective in the field of schooling, and the latter powerless and ineffective. I conclude by considering the direction of future research on home–school relations. [ABSTRACT FROM PUBLISHER]

History is often embedded, explicitly or implicitly, in discourses on contemporary aspects of gender and education, but relatively few scholars engage critically with history as they grapple with current issues. This article posits ‘historical sensibility’ as a means of engaging constructively with the past when scrutinising and working on current issues in gender and education. Four features of historical sensibility are mapped out and compared with established ways of approaching the relationship between the present and past. The utility of historical sensibility is demonstrated with reference to ongoing debates about the feminisation of schooling, the sexualisation of children and the leisure pursuits of young women. [ABSTRACT FROM PUBLISHER]

Reporting on a study of mature women training to work in childcare, this article demonstrates how some women choose to be part-time mothers, workers and students, wanting ‘the best of both worlds’. It presents a theory of integrated lives that contrasts with customary deficit models and shows how a series of reciprocal links bind the women's different roles together, introducing an adaptation of Coser's theory of greedy institutions to demonstrate how this is an inherently stable position. Whilst the theory can stand alone, it is usefully recast as a localised example of a capability set as it frames the co-realisable choices open to the women. Making further links with Amartya Sen's capability approach, it is suggested that we should encourage governmental interventions that enable individual choice and support those women who want to integrate their lives alongside those who seek parity in the public sphere. [ABSTRACT FROM AUTHOR]

This article places identification at the centre of a discussion about sisters, families, shaky class locations, and resistance and conformity towards schooling. Drawing on ideas from group psychology, and placing sisters centre stage, it seeks to shed light on some of the push and pull of unconscious processes and flows of affect across and between generations and groups, and their place in the educational identifications of working-class girls. [ABSTRACT FROM AUTHOR]