ABSTRACT

This article reports on a study carried out in Newfoundland, Canada, which investigated how homework practices were experienced by families of eight-year-old children, and their siblings, and their parents. It documents, through institutional ethnography, how educational discourse transferred from schools to homes subsequently shaped everyday family life. It explores the demands and expectations that homework places on families and how different families experience homework differently; often creating frustrations and tensions depending on the resources available. It shows the various forms of cultural capital needed in order to carry out homework practices and how the lack of capital may contribute to frustrations in different households. All families in this study struggled with educational discourse related to homework, at one time or another, during their child’s educational trajectory.

摘要

本文报道了在加拿大纽芬兰进行的一项研究，该研究调查了 8 岁儿童的家庭、他们的兄弟姐妹和他们的父母如何体验家庭作业。它通过机构民族志记录了教育话语如何从学校转移到家庭随后塑造了日常的家庭生活。它探讨了家庭作业对家庭的要求和期望，以及不同家庭对家庭作业的不同体验；经常根据可用的资源造成挫折和紧张。它显示了进行家庭作业所需的各种形式的文化资本，以及缺乏资本如何导致不同家庭的挫败感。这项研究中的所有家庭有时都在与家庭作业相关的教育话语中挣扎，