The principle of school choice has become firmly embedded in the education context of Australia. This chapter examines the primary school choices made by three mothers described as having complex support needs, living in New South Wales, Australia. These needs related both to their own health and well-being, as well as those of other family members. The mothers participated in a series of conversational interviews as their children prepared for, and later started, school. Aligned with decisions about school choice, the mothers described the responsibilities they felt to make the ‘right’ school choices for their children, as well as a wide range of constraints they experienced. The school choices made by these mothers were shaped by their resources and their histories. Available economic capital influenced choices, as did the ways in which social and cultural capital was activated. For each of these mothers, school choice and responsible mothering were intertwined.
|Title of host publication||Families and transition to school|
|Editors||Sue Dockett, Wilfreid Griebel, Bob Perry|
|Place of Publication||Cham, Switzerland|
|Number of pages||15|
|Publication status||Published - 2017|
|Name||International Perspectives on Early Childhood Education and Development|
Dockett, S., & Perry, B. (2017). Primary school choice and the 'Good' Mother: Balancing complex support needs and responsibility. In S. Dockett, W. Griebel, & B. Perry (Eds.), Families and transition to school (1st ed., pp. 85-100). (International Perspectives on Early Childhood Education and Development; Vol. 21). Springer. https://doi.org/10.1007/978-3-319-58329-7_6