Privacy, power, and relationship: ethics and the home-school partnership

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Oxford Review of Education Pub Date : 2023-01-23 DOI:10.1080/03054985.2023.2166481
P. Hart, Elena Bracey
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Abstract

ABSTRACT Research on the ethics of the home-school partnerships in secondary education is scarce. This paper uses data from three case studies to argue: students have a right to privacy which home-school partnerships can circumvent, parents can be used as a resource to leverage compliance from students which undermines young people’s privacy, and developing trusting relationships between parents and teachers is complex when considering the power differentials within that relationship. This article concludes that specific areas around privacy that require greater consideration include: the use of parents to leverage behavioural change in students, the sharing of information students may legitimately believe is intimate without consent, and seeking a change in values within the home. We also consider the areas of resistance students have displayed towards an encroachment on their private spheres.
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隐私、权力和关系:伦理与家校合作
关于中等教育中家庭-学校伙伴关系的伦理研究很少。这篇论文使用了三个案例研究的数据来论证:学生有隐私权,家校合作可以绕过这一权利,父母可以被用作利用学生顺从性的资源,这会破坏年轻人的隐私,而在考虑到父母和老师之间的权力差异时,建立信任关系是复杂的。这篇文章的结论是,围绕隐私需要更多考虑的具体领域包括:利用父母来利用学生的行为变化,在未经同意的情况下分享学生可能合法认为亲密的信息,以及寻求家庭价值观的改变。我们还考虑到学生们对侵犯其私人领域表现出的抵制。
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来源期刊
Oxford Review of Education
Oxford Review of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
0.00%
发文量
39
期刊介绍: The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.
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