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

Coco, Angela, Goos, Merrilyn and Kostogriz, Alex 2007, Tutor and teacher timescapes : lessons from a home-school partnership, The Australian educational researcher, vol. 34, no. 1, pp. 73-87.

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Title Tutor and teacher timescapes : lessons from a home-school partnership
Author(s) Coco, Angela
Goos, Merrilyn
Kostogriz, Alex
Journal name The Australian educational researcher
Volume number 34
Issue number 1
Start page 73
End page 87
Publisher Australian Association for Research in Education
Place of publication Coldstream, Vic
Publication date 2007
ISSN 0311-6999
2210-5328
Keyword(s) tutoring
teaching
Summary 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.
Notes Reproduced with kind permission of the copyright owner.
Language eng
Field of Research 130399 Specialist Studies in Education not elsewhere classified
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2007, AARE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30024359

Document type: Journal Article
Collections: School of Education
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