Sigtona Halrynjo og Mari Teigen (red.): Ulik likestilling i arbeidslivet
In: Norsk sosiologisk tidsskrift, Band 1, Heft 1, S. 94-97
ISSN: 2535-2512
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In: Norsk sosiologisk tidsskrift, Band 1, Heft 1, S. 94-97
ISSN: 2535-2512
In: Tidsskrift for kjønnsforskning, Band 35, Heft 4, S. 274-274
ISSN: 1891-1781
In: Tidsskrift for kjønnsforskning, Band 38, Heft 3-4, S. 197-202
ISSN: 1891-1781
In: Tidsskrift for kjønnsforskning, Band 38, Heft 1, S. 1-2
ISSN: 1891-1781
In: Tidsskrift for kjønnsforskning, Band 37, Heft 2, S. 101-103
ISSN: 1891-1781
In: Tidsskrift for kjønnsforskning, Band 36, Heft 2, S. 90-92
ISSN: 1891-1781
In: Tidsskrift for kjønnsforskning, Band 35, Heft 3, S. 178-179
ISSN: 1891-1781
In: Tidsskrift for kjønnsforskning, Band 35, Heft 2, S. 82-83
ISSN: 1891-1781
In: Tidsskrift for kjønnsforskning, Band 34, Heft 2, S. 90-91
ISSN: 1891-1781
In: Tidsskrift for samfunnsforskning: TfS = Norwegian journal of social research, Band 50, Heft 1, S. 3-23
ISSN: 1504-291X
In: European journal of social work, Band 27, Heft 3, S. 560-571
ISSN: 1468-2664
In: Sosiologisk tidsskrift: journal of sociology, Band 18, Heft 2, S. 115-136
ISSN: 1504-2928
One long-standing characteristic of schools in Norway is inclusive education as a primary goal. The last years, the Norwegian government has emphasised increased parent-school cooperation as a way to limit risks, i.e. of drop-outs. This article focuses on how parent-school relationship is played out in an economic and socially diversified urban borough in Bergen, Norway. It draws on fieldwork and interviews among parents, teachers and principals in three different schools. As this article shows, the increased focus on parents' active engagement in the school encourages and creates expectations of an intensive parenting model. Yet, not all parents are ready, willing or have the capacity to pursue the intensive parenting model. We suggest that the current promotion of middle-class intensive parenting by schools, in practice, shifts the responsibilisation of equal education away from the state towards individual families and undermine the ideals of inclusive education and equal opportunities in Norway. ; acceptedVersion
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In: Nordiques, Heft 28, S. 69-87
ISSN: 2777-8479