Homework policies : a comparative discourse analysis of six primary schools in Malta, Scotland and England

Abstract

Homework has always been an important phenomenon and it is assigned for both academic and non-academic purposes. However, views about homework are contrasting. In fact homework has become a debatable issue so much so that in some countries it has been abolished. Whereas homework can be beneficial, it can also be a source of stress to the students and within families. Nevertheless, schools still set guidelines for assigning homework and develop their own homework policies. After looking at literature about homework, this dissertation explores six homework policies; two in Malta, two in Scotland and two in England. A critical discourse analysis is carried out by looking at the construction of the roles of the ‘student’ and the ‘parent’ in the policies. It is argued that the policies are driven by neo-liberal discourse which aims at placing responsibility on students for their own learning. The parents are also given responsibility for their children’s educational achievement. In so doing issues of social inequalities in terms of opportunities and outcomes emerge. This is explained by drawing on Bourdieu’s (2004) concept of cultural capital.