I think there were some interesting points in the @alicekeeler article. As a teacher who is somewhat “homework-obsessive”, it made me pause and reflect on my practice.
I can certainly relate to the parental perspective and the desire to reduce the negative impact that this enforced work has on the children. On the other hand, there will still be a dichotomous system in place: parents who are available and engaged in getting their children to experience the broad and varied options in sport, music and drama; and those who will settle for their children spending extra time watching TV or playing video games (or the parent may just not be available to support the alternatives). Bear in mind the quoted figure of 6 hours per day in front of screens for children, and no homework may result in an increasing adoration of the LCD screens.
Homework does need to be meaningful, however. It does need to give the opportunity for those “practices” being described as occurring within the classroom. Alternatively, we can use the flipped classroom approach as a way of freeing up the homework and making it more valued and engaged in. Whether videos or stimulus material, make the homework a chance for them to genuinely learn and discover something new. Some will do the minimum, but others will enjoy what they are doing and take it further, securing the benefits described in the article.
I’m not ready to ditch it yet, but I think the salient points given in the article should make teachers stop and consider what they are setting and why.