Belonging in Families, Belonging in School: Making Visible the Relations Between Family Pedagogy and School Pedagogy

• In Event: International Perspectives on Belonging in Schools

Abstract

Being, belonging and becoming as a foundational philosophical and pedagogical construct for curriculum in early years education in Australia (Australian Government, 209) is shaping educational practices in both schools and early years settings. But does this theoretical foundation create the conditions for inclusive practices for families and do schools and early childhood settings create a sense of belonging through supporting an inclusive pedagogy? The study reported in this session is based on 100 hours of video observations of two Australian families as their eldest child commenced school. Three observation periods over twelve months generated data on everyday family practices (bed time routines, breakfast, play, walking to school), school activities (group time, play time, individual and small group activities), and homework routines. Digital documentation of activities through video observations (2 cameras following the children in each family) was undertaken, and an analysis from the perspective of the child, as each child entered school and returned to the family home, was undertaken. Further, an analysis of the geography and terrain of the children was also mapped, because it was found that high levels of movement took place at home, whilst a more sedentary approach to schooling was observed. Through the lens of cultural-historical theory (Vygotsky, 1987), the demands and motives met (Hedegaard, 2012a) as the eldest child engaged in family life and transition school (Hedegaard, 2012b) were analysed. A cultural-historical conception seeks to document holistically the relations between personal, institutional and societal conditions (Hedegaard and Fleer, 2008) so as to gain a better understanding of how a child experiences going to school and what possibilities for the child’s development are afforded. The study found that when a major disjunction between the pedagogy of the family and the pedagogy of school exists, school failure resulted, suggesting that there is a need for recognising the family pedagogy that has shaped, and continues to shape children as they attend school. Where there is alignment between the pedagogy of the home and the pedagogy of the school, a greater sense of belonging is generated, and it is argued in this presentation that greater school outcomes and personal development are likely to result.

Author

• Marilyn Fleer, Monash University