Authentic family learning: reconceptualising intergenerational education initiatives, in Jamaica and England, through cross-cultural conversation

Hardacre, Charlotte ORCID: https://orcid.org/0000-0002-3155-4132 and Kinkead-Clark, Zoyah (2019) Authentic family learning: reconceptualising intergenerational education initiatives, in Jamaica and England, through cross-cultural conversation. Journal of Childhood Studies, 44 (5). pp. 85-102.

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Abstract

This paper shares a set of cross-cultural conversations (Kinkead-Clark and Hardacre, 2016) between two family learning practitioner-researchers, one from Jamaica and one from England. Concern that global education policies reflect and reproduce a social investment perspective, positioning family learning as a way to generate productive citizens, drives this paper. Using Hardacre’s (2017) Authentic Family Learning as a conceptual framework we re-examine our ongoing work with families. An analysis of these cross-cultural conversations reveals that along with valuing the existing agency and identity of participants there is also a need to balance the role of power enacted by practitioners; ultimately reconceptualising power as a positive force that does not require inversion, minimisation or removal.

Item Type:	Article
Journal / Publication Title:	Journal of Childhood Studies
Publisher:	Canadian Association for Young Children / University of Victoria
ISSN:	2371-4115
Departments:	Academic Departments > Health, Psychology & Social Studies (HPSS) > Children, Youth, Families and Community Work
Depositing User:	Anna Lupton
Date Deposited:	03 Oct 2019 15:23
Last Modified:	13 Jan 2024 10:18
URI:	https://insight.cumbria.ac.uk/id/eprint/5119

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