ABSTRACT
This chapter explores how parents engaged with remote, screen-mediated schooling during the pandemic, drawing on data from South Korea and the UK. With homes doubling as schools and greater demands on parental involvement in children’s online schooling, parents experienced a transformation in their responsibilities, often having to assume new and unfamiliar roles in supporting their children’s remote schooling. This chapter analyses the terrains of parental responsibilisation that were disrupted in the pandemic. These terrains are conceptualised as discursive framings that are being managed by individual families and are also the subject of acute societal concern and public debate. The chapter identifies three terrains of parental responsibilisation â€" school partnerships, screen media, and family schedules â€" which all changed dramatically during the pandemic and shaped families’ experiences of remote schooling. Importantly, these three terrains help to explain different parent responses to remote schooling, with some parents able to resist and negotiate areas of responsibilisation, some feeling pressure and guilt, and others working diligently to align with dominant expectations within each terrain. By understanding these terrains of parental responsibilisation, it is possible to view parents’ responses to remote schooling as not just a pandemic-related response, but as a reflection of ways parents are positioned through discursive structures being experienced every day, pandemic or not.
