“Don’t complain and do it properly”: ‘Pedagogicalized parents’ and the morality of doing homework

In the last decades, pedagogical studies and policies in western countries have proposed parental involvement education as formula for maximizing students’ success increasing social equality. building of family-school partnership, a crucial role is commonly attributed to parent-assisted homework. Therefore, homework has increased model “involved” “pedagogically competent” parent become common. Analyzing video-recorded parent-child interactions during homework, this paper illustrates how parents make relevant educate their children moral horizons concerning education, schooling. The beliefs evoked by study are significantly aligned with school culture. Parent-assisted therefore becomes particularly arena children’s socialization into cultural system. Yet socio-pedagogical issue emerges: if relies heavily on family activities, what happens those who cannot rely school-aligned, pedagogically competent parents?