Discourse on Family in Context of Education: Family as a Topic in Selected Czech Journals of Pedagogy

This paper presents the results of a qualitative content analysis with an aim to show how topics related to family appeared and were discussed in Czech specialist journals in the field of education. The qualitative analysis follows a prior quantitative part. Two important Czech periodicals, e-Pedagogium and Orbis Scholae, were selected for qualitative analysis as they have a greater thematic scope and their content covers a broader context of the processes of teaching and education. The period selected for analysis of the journals spanned years 2006 to 2016. The aim of the qualitative analysis was to ascertain how the issue of family was approached in specialist discourse on education, which topics it covered, and how it placed them into the context of the process of education. In total, 696 texts from both journals were analysed. The qualitative analysis of content performed according to Mayring showed six basic categories that summarised the mediated discourse on family in education ? family as a source of support and a stabilising factor, family as an initiating factor, family as a variable entity, family as a problem, family as a subject in counselling and family as a subject of research. It was observed that family was perceived especially as an advantage or disadvantage of an individual in the process of education. Pedagogical discourse on family involved topics and employed the theory of both pedagogy and a number of related fields. In this respect, strong interdisciplinary aspects of the specialist discussion were apparent.