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Index
Cover
Frontmatter
Introduction
1. Families and the Welfare State: the Understanding of Responsibility
Family Policy and the Politics of Parenting: From Function to Competence
Families, Professionals, and Responsibility
Nordic Politicization of Parenthood: Unfolding Hybridization?
Can a Crisis Become an Opportunity? Gender and Care in Contemporary Ireland
Parent–School Relations in England and the USA: Partnership, Problematized
Family and Welfare State Change: Challenges for Education
The Redistribution of Responsibility Between State and Parents: Family in the Context of Post-Welfare-State Transformation
2. Child Rearing Between Family Care and Institutional Provisions
Early Childhood Education and Social Inequality: Parental Models of a “Good” Childhood
Child Well-Being in the UK: Children’s Views of Families
The Educational Strategies of the Black Middle Classes
Significance of Family and School, Educational Standards, and Social Reproduction in Education
Studying at Home: With Whom and in Which Way? Homework Practices and Conflicts in the Family
“Having to Keep Silent”: A Capabilities Perspective on Growing Up and the “Education Process” in a Migration Family
3. Meeting Parents' and Children's Needs: Professionals in Schools
Pushing Parents Away: The Role of District Bureaucracy in an Urban School
Symbolic Constructions, Pedagogical Practices, and the Legitimation of All-Day Schooling from a Professional Perspective: Tendencies Towards Familialization in All-Day Schools
Parents’ Perspectives on Services to Support Families in All-Day Schools
Parental Involvement in All-Day Special Schools for Learning Disabilities
Educational or Child-Rearing Partnerships: What Kind of Cooperation Is Needed at All-Day Secondary Schools?
School Attachment and Performance: The Impact of Participation in Extracurricular Activities at School
Daily School Time, Workforce Participation, and Family Life: Time Spent in School as a Condition of Family Life
Ideas of Family and Concepts of Responsibility at All-Day Schools
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