Inside schools

Author: Peter Woods
Publisher: Routledge/Thoemms Press
ISBN:
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Ethnography has much to offer teachers, especially at a time of growing interest in the 'teacher-reseacher' and in 'action' and 'collaborative' research.

Inside Schools

Author: Peter Woods
Publisher: Routledge
ISBN: 1134929919
Format: PDF, Docs
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Ethnography has much to offer teachers, especially at a time of growing interest in the `teacher-reseacher' and in `action' and `collaborative' research.

Inside Jamaican Schools

Author: Hyacinth L. Evans
Publisher: University of West Indies Press
ISBN: 9789766400972
Format: PDF, Kindle
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Students and teachers of education in the Caribbean have long relied on ethnographic research from North America to enrich their understanding of life in schools and classrooms. Based on actual experiences from the perspectives of both students and teachers, this collection of ethnographic research articles provides the first up-close view of Jamaican schools and classrooms. Hyacinth Evans and her research team used careful, well-executed interviews and participant observation methods. The result is an insightful view of the ways society's tensions are played out in educational settings, the ways personalities are shaped and identities formed in face-to-face interactions, and the ways circumstances and experiences in the Jamaican setting affect teaching and learning. The articles examine - Student-teacher interaction - Teacher authority - how it is maintained, nurtured, or eroded - The social construction of student interest and attention versus disruptiveness and apathy - Consequences of streaming children in perceived ability groups - Standard Jamaican English (SJE) methods and their effectiveness in teaching Creole-speaking students - Teaching and learning in schools where mater

Ethnography and Schools

Author: Yali Zou
Publisher: Rowman & Littlefield
ISBN: 9780742517370
Format: PDF, Kindle
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A study of both traditional and new approaches to the study of schools and their communities. The book emphasizes discourse, critical pedagogy and ethnicity.

Urban Schools and English Language Education in Late Modern China

Author: Miguel Pérez-Milans
Publisher: Routledge
ISBN: 1134103468
Format: PDF, Kindle
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Shortlisted for the 2014 BAAL Book Prize This book explores the meaning of modernization in contemporary Chinese education. It examines the implications of the implementation of reforms in English language education for experimental-urban schools in the People’s Republic of China. Pérez-Milans sheds light on how national, linguistic, and cultural ideologies linked to modernization are being institutionally (re)produced, legitimated, and inter-personally negotiated through everyday practice in the current context of Chinese educational reforms. He places special emphasis on those reforms regarding English language education, with respect to the economic processes of globalization that are shaping (and being shaped by) the contemporary Chinese nation-state. In particular, the book analyzes the processes of institutional categorization of the "good experimental school", the "good student", and the "appropriate knowledge" that emerge from the daily discursive organization of those schools, with special attention to the related contradictions, uncertainties and dilemmas. Thus, it provides an account of the on-going cultural processes of change faced by contemporary Chinese educational institutions under conditions of late modernity. Winner of The University of Hong Kong's Faculty Early Career Research Output Award for outstanding book publication, by the Faculty of Education

Talking of Silence

Author: Carrie M. H. Herbert
Publisher: Psychology Press
ISBN: 9781850005865
Format: PDF, ePub
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This book outlines a research project, concerned with the sexual harrassment of thirteen girls and the way in which a group of Inner London girls disclosed their experiences of sexual violence as children.

Impossible Bodies Impossible Selves Exclusions and Student Subjectivities

Author: Deborah Youdell
Publisher: Springer Science & Business Media
ISBN: 1402045492
Format: PDF, ePub
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Brings sophisticated but accessible theoretical tools together with ethnographic data from real schools Demonstrates the inseparability of categories such as gender, sexuality, race, ethnicity, class, ability, disability, special needs Develops tools for understanding the relationships between schools, subjectivities, and students as learners Works across national contexts to show the wide applicability of these tools Problematises narrow understandings of inclusion found in contemporary policy Explores a new politics for interrupting educational inequalities

Inside the Secondary Classroom RLE Edu O

Author: Sara Delamont
Publisher: Routledge
ISBN: 1317796330
Format: PDF, Docs
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Focusing on pupils moving from primary to middle or secondary school, it describes and evaluates the schools’ programmes to ease transfer, and includes material provided by the pupils themselves. The main body of the book is a rich and detailed account of the first months of life in new secondary schools, where the pleasures and perils of new friends, new teachers and new subjects, and a new approach to teaching are encountered. The book conveys vividly how pupils experience a new environment, and meet its dangers, rules and regulations, timetable, complex groupings and ideology. Inside the Secondary Classroom was the first comparative ethnography of school life in Britain, carried out in six schools. It reveals surprising similarities and differences between them.The cases studied range from highly successful pupils with nine ‘O’ levels to others with severe social and personal problems.

Life at School

Author: Meenakshi Thapan
Publisher: Oxford University Press, USA
ISBN: 9780195679649
Format: PDF, Docs
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On the ideology and working of the Rishi Valley School, a co-educational, residential public school in Chittoor District of Andhra Pradesh, run by the Krishnamurti Foundation (India).

Toxic Schools

Author: Bowen Paulle
Publisher: University of Chicago Press
ISBN: 022606655X
Format: PDF, ePub
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Violent urban schools loom large in our culture: for decades they have served as the centerpieces of political campaigns and as window dressing for brutal television shows and movies. Yet unequal access to quality schools remains the single greatest failing of our society—and one of the most hotly debated issues of our time. Of all the usual words used to describe non-selective city schools—segregated, unequal, violent—none comes close to characterizing their systemic dysfunction in high-poverty neighborhoods. The most accurate word is toxic. When Bowen Paulle speaks of toxicity, he speaks of educational worlds dominated by intimidation and anxiety, by ambivalence, degradation, and shame. Based on six years of teaching and research in the South Bronx and in Southeast Amsterdam, Toxic Schools is the first fully participatory ethnographic study of its kind and a searing examination of daily life in two radically different settings. What these schools have in common, however, are not the predictable ideas about race and educational achievement but the tragically similar habituated stress responses of students forced to endure the experience of constant vulnerability. From both sides of the Atlantic Ocean, Paulle paints an intimate portrait of how students and teachers actually cope, in real time, with the chronic stress, peer group dynamics, and subtle power politics of urban educational spaces in the perpetual shadow of aggression.