000 04352cam a2200457Ka 4500
001 ocn664310479
003 OCoLC
005 20171018091359.0
006 m d
007 cr un|||||||||
008 100917s2004 ne ob 000 0 eng d
020 _a9781849502757 (electronic bk.) :
_c�71.95 ; � 103.95 ; $132.95
020 _a1849502757 (electronic bk.) :
_c�71.95 ; � 103.95 ; $132.95
020 _z0762311126 (hbk.)
020 _z9780762311125 (hbk.)
040 _aZJC
_beng
_cZJC
_dZJC
050 1 4 _aLB45
_b.E846 2004
072 7 _aJHMP
_2bicssc
072 7 _aEDU037000
_2bisacsh
080 _a39
082 0 4 _a306.43
_222
245 0 0 _aEthnographies of educational and cultural conflicts
_h[electronic resource] :
_bstrategies and resolutions /
_cedited by Bob Jeffrey, Geoffrey Walford.
260 _aAmsterdam ;
_aBoston :
_bElsevier JAI,
_c2004.
300 _a1 online resource (vii, 275 p.)
490 1 _aStudies in educational ethnography,
_x1529-210X ;
_vv. 9
504 _aIncludes bibliographical references.
505 0 _aThe case for partisan research: Erving Goffman and researching social inequalities / S.H. Hillyard -- Should ethnographers be against inequality?: on Becker, value neutrality, and researcher partisanship / Martyn Hammersley -- ICT and educational (dis)advantage: cultural resources and the digital divide / Lawrence Angus, Wendy Sutherland-Smith and Ilana Snyder -- Writing inequalities: literacy and social class in three primary schools / Ann WIlliams and Eve Gregory -- Addressing inequities: lessons in syncretism from Mexican American and Puerto Rican children at home and at school / Susi Long and Dinah Volk -- "I don't think she knew I couldn't do it": Bangladeshi pupils and achievement in the early years of schooling / Sue Walters -- Making it: Caribbean children transgressing barriers and inequality to achieve success / Colton Paul -- Naming and dealing with inequality: immigrants students' perspective of unequal spaces in the classroom / Ruth Silva -- Identity formation of female students in a predominantly female, multiethnic high school / Kathleen Gewinner -- The risk zone: intersections of identity and literacy in a multiage, multilingual classroom / Katie van Sluys -- Reducing inequalities in field relations: who gets the power? / Caroline Hudson.
520 _aNational Curricula need to be interpreted in terms of the cultures and experience of learners and adjusted accordingly, for example a literacy and history curriculum needs to include perspectives relevant to the local culture. Teachers, learners, families and communities mediate, appropriate, subvert, and challenge the processes of policy implementation, curriculum engagement and pedagogic practices to make educational experiences more meaningful. These articles exemplify the conflicts, the coping strategies and resolutions adopted by those at the policy implementation interface. Examination of these processes using ethnographic methods identifies and characterises these tensions and provides research findings that can be used to construct lasting solutions that are commensurate with complex situations. The writers in this volume have carried out ethnographies that illuminate educational disjunctions, ambiguities and tensions, agency, strategic action and resolution. Their methodology enables them to show, in detail, how incongruencies arise, how contexts affect interactions, what kind of agency operates, and the circumstances leading to resolutions. Six articles focus on educational inequality, three on identity development and we include three that discuss methodological issues of partisanship in researching equality issues.
588 _aDescription based on print version record.
650 0 _aEducational anthropology.
650 0 _aEducational equalization.
650 0 _aEthnology.
650 7 _aPhysical anthropology & ethnography.
_2bicssc
650 7 _aEducation
_xResearch.
_2bisacsh
700 1 _aJeffrey, Bob,
_d1946-
700 1 _aWalford, Geoffrey.
776 0 8 _iPrint version:
_tEthnographies of educational and cultural conflicts.
_dAmsterdam ; Boston : Elsevier JAI, 2004
_z0762311126
_w(OCoLC)56447797
830 0 _aStudies in educational ethnography ;
_vv. 9.
856 4 0 _uhttp://www.emeraldinsight.com/1529-210X/9
913 _1SSbacklist
999 _c223078
_d223078