Navigating conflicting desires: parenting practices and the meaning of educational work in urban East Asia

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Ethnography and Education Pub Date : 2022-03-01 DOI:10.1080/17457823.2022.2042708

Kristina Göransson, Yoonhee Kang, Y. Kim

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引用次数: 2

Abstract

ABSTRACT Today parents are faced with increasing expectations to attend to their young children’s learning and cognitive development. South Korea and Singapore are well-known for their competitive education systems and for consistently topping international student assessment tests. They also share an inflated private tuition industry, fuelled by the assumption that parents are compelled to invest substantial resources and time to support their children's development and education. Based on ethnographic fieldwork in Seoul and Singapore, the article explores how middle-class parents of pre- and primary school children negotiate seemingly conflicting aspirations of academic achievement versus emotional well-being and resilience. The findings unveil how parents strive to cultivate positive attitudes towards learning through management of time and space in everyday life. In particular, it draws attention to the moral imperative to raise children who enjoy learning, as a way to reconcile parents’ twofold aspiration to upskill their children and cultivate their emotional well-being.

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在冲突的欲望中导航:东亚城市教育工作的父母实践和意义

摘要如今，家长们对关注幼儿学习和认知发展的期望越来越高。韩国和新加坡以其具有竞争力的教育体系和一贯在国际学生评估测试中名列前茅而闻名。他们还共享一个膨胀的私人学费行业，这是因为父母被迫投入大量资源和时间来支持孩子的发展和教育。本文基于首尔和新加坡的民族志实地调查，探讨了学龄前和小学儿童的中产阶级父母如何在学业成就与情感幸福感和韧性之间进行看似矛盾的谈判。研究结果揭示了父母如何通过管理日常生活中的时间和空间来努力培养积极的学习态度。特别是，它提请人们注意养育喜欢学习的孩子的道德义务，以此来调和父母提高孩子技能和培养孩子情感健康的双重愿望。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Ethnography and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： Ethnography and Education is an international, peer-reviewed journal publishing articles that illuminate educational practices through empirical methodologies, which prioritise the experiences and perspectives of those involved. The journal is open to a wide range of ethnographic research that emanates from the perspectives of sociology, linguistics, history, psychology and general educational studies as well as anthropology. The journal’s priority is to support ethnographic research that involves long-term engagement with those studied in order to understand their cultures, uses multiple methods of generating data, and recognises the centrality of the researcher in the research process. The journal welcomes substantive and methodological articles that seek to explicate and challenge the effects of educational policies and practices; interrogate and develop theories about educational structures, policies and experiences; highlight the agency of educational actors; and provide accounts of how the everyday practices of those engaged in education are instrumental in social reproduction.