PHDED1701 - Conceptualising Family Learning: an exploration of family learning and work sector practices using a multidisciplinary approach.

Family learning is promoted (Scottish Government, 2008; 2014) as a means to building sustainability and capacity within Scotland’s communities. In encouraging ‘family members to learn together…[it includes]…opportunities for intergenerational learning and, wherever possible, lead both adults and children to pursue further learning’ (HMIe, 2008). Family learning is proposed as an important ‘quality indicator’ in learning and early intervention programmes (Education Scotland, 2015, p.8). It is also noted as, ‘a method of engagement and learning that can foster positive attitudes towards lifelong learning, promote socio-economic resilience and challenge educational disadvantage’ (Education Scotland, 2016, p. 35).

Yet, given the recent review of Family Learning in Scotland (Scottish Government, 2016), further information about how these initiatives may develop towards new possibilities for integration across policies and praxis is needed. This raises questions about key drivers (and barriers, where applicable), and crucially, how family learning is defined to establish how ‘success’ is measured (Dunlop, 2015). As Mackenzie (2009, p.24) has indicated, “[s]urprisingly little is known about family learning in Scotland”.

This trend-based longitudinal, interdisciplinary project aims to explore concepts of family learning from multiple perspectives, to assess the input of different work sector practitioners, family learning curricula and pedagogies. The PhD studentship offers an exciting opportunity to work across multiple disciplines, contributing an essential piece of research within a large scale project. The successful student will examine different forms of family learning and how family learning operates. This will involve the student identifying an area for further investigation, based on their understandings gleamed from a review of family learning literature. The student will use findings to analyze the experiences of stakeholders, including families and workers, to inform family learning policy and praxis.

Dunlop, A-W (2015) Aspirations and actions: early childhood from policy to practice in Scotland, International Journal of Early Years Education, vol. 23 (3), pp. 258-273. [Available online: http://www.tandfonline.com/doi/abs/10.1080/09669760.2015.1074559?src=recsys&]

Education Scotland, (2015) How Good Is Our Early Learning and Childcare setting? Glasgow, Education Scotland.

Education Scotland (2016) How Good is learning and development in our community? Livingstone, Education Scotland

HMIe (2008) Family Learning within the Early Years Framework - HMIe [online]. Available: http://www.gov.scot/Publications/2008/06/family-learning Accessed: 05.09.16.

Mackenzie, J. (2009) Family Learning: Engaging with Parents. Edinburgh: Dunedin Press.

Scottish Government (2008) Getting it Right for Every Child. Edinburgh: SG.

Scottish Government (2014) Building the Ambition. Edinburgh: SG.

Scottish Government (2016) Review of family learning – supporting excellence and equity. Edinburgh: SG.