Date of Award

2003

Degree Type

Thesis

Degree Name

Bachelor of Education Honours

School

School of Education

Faculty

Faculty of Regional Professional Studies

First Advisor

Dr Barry Down

Abstract

This thesis explores the homework experiences of four students and their families through the lens of critical inquiry. The stories of the participants are told through conversational interviews with students and their parents/caregivers, as well as their classroom teacher, in a bounded study. Drawing on these stories, the issue of homework is 'problematised', and analysed in light of issues such as institutional power and hegemony. A critical review of the literature reveals a significant gap in the existing research on homework in relation to the inclusion of student and parent voices. The study addresses this silence by listening to the voices of parents and children from different families, and to how they understand, experience and respond to homework. The study is an exploratory case study about the experience and value of homework, with a view to stimulating further critical research into a seemingly routine school practice.

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