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ISSN:
2377-2891(Print); 2377-2905(Online)
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Editor-in-Chief:
Prof. Eric C. K. Cheng
Associate Executive Editor:
Ms. Jenny Jiang
DOI:
10.18178/ijlt
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Editor-in-Chief
Prof. Eric C. K. Cheng
Professor & Vice President (Academic)
Yew Chung College of Early Childhood Education, Hong Kong, China
As the Editor-in-Chief of IJLT, I invite you to contribute your scholarly work to our esteemed publication. IJLT serves as a beacon for original and impactful academic contributions in the realm of education, fostering multidisciplinary research and development to enhance teaching-learning processes globally. We welcome submissions spanning a wide spectrum of topics, from innovative program development to the integration of digital tools in education. Our scope encompasses areas such as student leadership, diversity in education, and collaborative initiatives, reflecting our commitment to a sustainable and inclusive society. [
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Volume 9, No. 2, June 2023
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Disciplined Parenting Professionalism: FEPL, Changing Patterns of Power, Assumed Politics in Family Education
Jiarui Bai
1,2
1. Institute for Advanced Studies in Education, East China Normal University, Shanghai, China
2. Department of Curriculum and Instruction, University of Wisconsin-Madison, Madison, USA
Email: JiaruiBai.edu@outlook.com, jbai@wisc.edu
Abstract
—Currently, parents are required to raise children following the law as new parenting professionalism in China. This article explores how the new Family Education Promotion Law (FEPL) creates new requirements for parents to cultivate future citizens by employing family educational science. It draws upon text and discourse analysis of bills of FEPL regarding educative parent performance law. Interweaving qualitative data with post-structural groundings, this article questions that it neglects the discussion about distinctions of educational knowledge in various family education contexts. Despite stipulation of responsibilities of parents and other guardians that underscores legality and authority of laws and regulations in order to create a suitable family education environment for children, its unexpected outcome is to include the ‘ideal’ parents and exclude others, based more on family educational science of child-rearing by neglecting the peculiar part of the culture and the produced discrimination to parents at the bottom. Moreover, we found that it produces a new decentralization trend and shifts the power among members in the education village.
Keywords
—parenting professionalism, poststructuralism, family education, collaborative learning, equity issues, politics of power
Cite: Jiarui Bai, "Disciplined Parenting Professionalism: FEPL, Changing Patterns of Power, Assumed Politics in Family Education," International Journal of Learning and Teaching, Vol. 9, No. 2, pp. 157-162, June 2023. doi: 10.18178/ijlt.9.2.157-162
Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License (
CC BY-NC-ND 4.0
), which permits use, distribution and reproduction in any medium, provided that the article is properly cited, the use is non-commercial and no modifications or adaptations are made.
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