There is no way anyone can mention the words education, school, students, lessons, grading, school class and not immediately associate them, figuratively and spontaneously, with the tasks/lessons that the student is essentially required to prepare outside school hours, at home, the well-known officially and as "homework" (HW).
Regardless of the specific stance and individual opinions that anyone may have and prioritize at first request, arguing for or against the prevailing school practice of HW internationally, but also the individual variations in certain educational systems that have recently attempted to completely abolish HW, the whole scenario with HW in the school and family scene has changed very little at its core.
Our personal school experiences from the distant or not so distant past, current daily routines of students of all school levels with the often occurring tensions in the intra-family landscape in the context of preparation and completion of HW, but also the professional engagement with HW of millions of educators worldwide, constitute a distinct corpus of interest and study which, gradually, has already begun to assert its own self-evident presence in the relevant agenda of theoretical and empirical inquiries in the broader fields of institutionalized education.
The long-standing tradition that considers HW to be an organic and integral part of the formal schooling of children and adolescents in every corner of our planet continues to play a decisive role in active school daily life. A simple observation of the education industry and a consequent mapping of the events of the school day are the most reliable witnesses to this reality. For many decades now, the image remains essentially unchanged and highly "resistant" to any reformist (or anti-reformist) mutations and developments in the field of education.