Beyond the white norm: the use of qualitative methods in the study of black youths’ schooling in England     

M#aaairt#aain Mac An Ghaill 《International journal of qualitative studies in education》2013,26(3):175-189

There is at present in England great confusion concerning the schooling of black youths. Much conventional “race‐relations” research is underpinned by models of social pathology that perceives the youths as a “problem.” While carrying out a study of black students, of Afro‐Caribbean and Asian parentage, qualitative research pointed to the need to re‐conceptualise their experience of schooling within a framework that moves beyond liberal assumptions of a de‐racialised, de‐gendered and de‐politicised school system. Placing students at the centre of the research enables us to see how school for black youths is part of a wider alienating response to them that results in their experience of a “different reality” from the white population. In response to this, the students have creatively developed a number of survival strategies. This article explores the implications of the relative autonomy of methodology from wider theoretical and substantive concerns. In this largely autobiographical account the dialectical nature of ethnography is illustrated, with the theoretical#shconceptual analysis grounded in the data gathering process.  相似文献   

Where words collide: social class,schools and linguistic discontinuity     

Gerry Mac Ruairc 《British Journal of Sociology of Education》2011,32(4):541-561

The prestige accorded to standard language varieties, particularly within the field of education, together with language management role of schools with respect to the variety and the extent to which linguistic differences construct discontinuous relationships between the school and specific social groups provide the rationale for this paper. This qualitative study, based on a friendship focus group design, was conducted with two groups of 12-year-old children from contrasting ‘ideal type’, socio-economic groups over the period of one school year. Findings outline specific practices where the linguistic expectations and demands within school-space create different implications and outcomes for middle-class and working-class children as a result of their linguistic experiences in non-school space. The implications of these linguistic interactions on patterns of engagement with the school among the children in the sample are also considered.  相似文献   

Schooling,masculinity and class analysis: towards an aesthetic of subjectivities     

Mairtin Mac an Ghaill 《British Journal of Sociology of Education》2011,32(5):729-744

The retreat from social class within the sociology of education has been accompanied by the intensification of socio-economic and cultural inequalities. This paper seeks to draw upon cultural analyses of social class by addressing a classificatory shift of white English working-class males, who have moved from an ascribed primary socio-economic status to an embodied aesthetic performance. We examine the reconfiguration of social class within state schools and historical and contemporary shifting images of white working-class males within the education literature. We suggest the need to engage with a multi-dimensional explanatory frame in order to understand how working-class young men now inhabit a new cultural condition in the post-colonial urban space of inner-city schools. This shift is best captured by exploring the simultaneous articulations of multiple categories of difference – including class, gender, ethnicity, sexuality and generation – in relation to contemporary representations of social class.  相似文献   

邻家男孩已长大,乖乖“B宝”也变坏?     

Paul Harris  Mac 《英语辅导》2013,(6):4-9

成长从来都不是件容易的事,特别是娱乐圈。这一次是"万人迷"——贾斯汀·比伯。自从将标志性的厚刘海换成一头凌乱短发开始,"B宝"便开始像脱缰的野马般"离经背道"起来:飙车、和狗仔队吵架、派对闻事、演唱会迟到、拒绝粉丝拥抱……种种顽劣行径,让媒体不禁揣测他是不是就要步小甜甜布兰妮和林赛罗翰后尘了。  相似文献   

Cultural sensitivity: How important is it for effective home visits?     

Sally A. LaPoint  Gloria S. Boutte  Kevin J. Swick  Mac H. Brown 《Early Childhood Education Journal》1993,20(4):11-14

The implementation of home visits as a technique for involving parents has recently resurfaced. This educational trend has received additional emphasis as the nation attempts to meet the national education goals — particularly the first goal, which states, By the year 2000, all children will enter school ready to learn.Sally A. LaPoint is an Assistant Professor of Early Childhood Education at the University of South Carolina at Beaufort. She also administers the At Risk Early Childhood Family Initiative, located at the historic Penn Center on St. Helena Island, South Carolina. Gloria S. Boutte is an Assistant Professor, Kevin J. Swick is a Professor, and Mac H. Brown is an Associate Professor, Early Childhood Education, at the University of South Carolina, Columbia, S.C.  相似文献   

Coming‐of‐age in 1980s England: reconceptualising black students’ schooling experience     

Mairtin Mac An Ghaill 《British Journal of Sociology of Education》1989,10(3):273-286

Much conventional ‘race‐relations’ research of the schooling of black youth has tended to be underpinned by models of social pathology and subjective discrimination. It is argued here that there is a need to reconceptualise black youths’ schooling experience within a theoretical framework that moves beyond mono‐causal explanations and examines the multifaceted dimensions of racially structured English schooling. Placing students at the centre of the research enables us to see how schooling for black female and male youths is a central part of an alienating social response to them, that results in their experience of a structured ‘different reality’ from the white population. In response to this, they have, collectively and individually, creatively developed coping and survival strategies. These are examined here.  相似文献   

Making the victim whole     

Donal E. J. Mac Namara  John J. Sullivan 《The Urban Review》1973,6(3):21-25

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National Strategies for the Promotion of On-Line Learning in Higher Education     

Kay Mac Keogh 《European Journal of Education》2001,36(2):223-236

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A comparison of achievement and creativity of elementary school students using project vs. textbook programs     

Terry Davis  Anne Raymond  C. Mac Rawls  Janice Jordan 《科学教学研究杂志》1976,13(3):205-212

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Creating administrative policy: Philosophy-in-action?     

R. J. S. ‘Mac’ Macpherson 《The Australian Educational Researcher》1990,17(2):1-16

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