ABSTRACT

Research on homework, particularly using qualitative approaches, is neglected in sociological literature. This qualitative study uses a Bourdieusian interpretive lens to explore parental homework practices in a middle-class, urban setting in Ireland. In-depth semi-structured interviews were held with six parents and six teachers of pupils aged 10–11 years. We found that parents’ homework practices involved providing practical, educational, and emotional supports for their children. Homework offers a valuable analytic site wherein particularities of habitus, field, and capitals are revealed. Middle-class parents possess the requisite capitals to succeed in meeting schools’ expectations; they align their practices closely with those of the school, successfully replicating the field of the school; and they activate economic, cultural, and social capital on behalf of their children, such that the presence and use of many capitals are normalised in the familial quotidien, thereby privileging their children, and making visible micro-processes of social reproduction.

摘要

社会学文献忽略了对家庭作业的研究，特别是使用定性方法的研究。这项定性研究使用布迪厄斯的解释镜头来探索爱尔兰中产阶级城市环境中的父母家庭作业实践。对 10-11 岁学生的六位家长和六位老师进行了深入的半结构化访谈。我们发现父母的家庭作业实践涉及为他们的孩子提供实用、教育和情感支持。家庭作业提供了一个有价值的分析场所，其中揭示了惯习、场域和首都的特殊性。中产阶级家长拥有成功满足学校期望所需的资本；他们将自己的做法与学校的做法紧密结合，成功地复制了学校的领域；它们激活了经济、文化、