Privilege and Marginalization

Abstract

Although children exposed to domestic violence have something in common, the effects of violence as well as children’s overall life situation can differ significantly. As is discussed in Chapter 2, there is a growing body of research exploring the differences in both short-term and long-term effects of exposure to domestic violence. A large part of that body of research draws on individual perspectives and theories from psychology especially child development. This chapter is also concerned with differences between children, and differences between parents. However, our focus is not individual psychology but social locations and the impact of privilege and marginalization on practices in the context of domestic violence, family law disputes and the pre-school/school setting. When looking more closely at the practices discussed in the previous chapter and the particular strategies that are used in relation to different groups of parents, it becomes evident that staff strategies tend to vary with the parent’s social location. This patterning of relationships between staff and parents is most evident in relation to class, ethnicity and gender. An abused ethnic minority mother in a socio-economically disadvantaged area seems to be in the category of parents most likely to encounter distancing and disciplining approaches from pre-school and school staff.