Tutor and teacher timescapes: Lessons from a home-school partnership

Angela Coco; Merrilyn Goos; Alex Kostogriz

doi:10.1007/BF03216851

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Tutor and teacher timescapes: Lessons from a home-school partnership

Journal article

Peer reviewed

Tutor and teacher timescapes: Lessons from a home-school partnership

Angela Coco, Merrilyn Goos and Alex Kostogriz

Australian Educational Researcher volume, Vol.34(1), pp.73-87

2007

DOI: https://doi.org/10.1007/BF03216851

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Abstract

Educational Psychology

informal learning

digital divide

computer skill

discursive practice

materialist feminist

A partnership project was developed in which parents volunteered to support teachers in training years 1-3 children in computer skills at a primary school in a small, low socio-economic community. This article identifies the ways teachers and the ‘tutors’ (as the volunteers were called) understood the value of the project. ‘Being a teacher’ and ‘being a volunteer’ were structured by different forms of social engagement, which in turn influenced the ways individuals were able to work with each other in collaborative processes. We argue that the discursive practices encoded in homeschool-community partnership rhetoric represent ruling-class ways of organising and networking that may be incompatible with those of people from low socio-economic backgrounds. When such volunteers work in schools their attendance may be sporadic and short-term whereas teachers would like ‘reliable’ ongoing commitment. This mismatch wrought of teachers’ and volunteers’ differing everyday realities needs to be understood before useful models for partnerships in disadvantaged communities may be realised.

Details

Title: Tutor and teacher timescapes: Lessons from a home-school partnership
Authors: Angela Coco (Author) - Southern Cross University
Merrilyn Goos (Author) - University of Queensland
Alex Kostogriz (Author) - Monash University
Publication details: Australian Educational Researcher volume, Vol.34(1), pp.73-87
Publisher: Springer Netherlands
DOI: 10.1007/BF03216851
ISSN: 2210-5328
Organisation Unit: University of the Sunshine Coast, Queensland; School of Education and Tertiary Access
Language: English
Record Identifier: 99554404402621
Output Type: Journal article

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Collaboration types: Domestic collaboration
Web Of Science research areas: Education & Educational Research

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