Schooling in Disadvantaged Communities (eBook)
IX, 136 Seiten
Springer Netherlands (Verlag)
978-90-481-3344-4 (ISBN)
Based on a study of one secondary school located in a disadvantaged community in Australia, this book provides a different perspective on what it means to 'play the game' of schooling. Drawing on the perspectives of teachers, parents and students, this book is a window through which to explore the possibilities of schooling in disadvantaged communities. The authors contend that teachers, parents and students themselves are all involved in the game of reproducing disadvantage in schooling, but similarly, they can play a part in opening up opportunities for change to enhance learning for marginalised students. Rather than only attempting to transform students, teachers should be also be concerned to transform schooling; to provide educational opportunities that transform the life experiences of and open up opportunities for all young people, especially those disadvantaged by poverty and marginalised by difference. The book is also designed to stimulate understanding of the work of Bourdieu as well as of a Bourdieuian approach to research. Seeing transformative potential in his theoretical constructs, it airs the possibility that schools can be more than mere reproducers of society.
Based on a study of one secondary school located in a disadvantaged community in Australia, this book provides a different perspective on what it means to 'play the game' of schooling. Drawing on the perspectives of teachers, parents and students, this book is a window through which to explore the possibilities of schooling in disadvantaged communities. The authors contend that teachers, parents and students themselves are all involved in the game of reproducing disadvantage in schooling, but similarly, they can play a part in opening up opportunities for change to enhance learning for marginalised students. Rather than only attempting to transform students, teachers should be also be concerned to transform schooling; to provide educational opportunities that transform the life experiences of and open up opportunities for all young people, especially those disadvantaged by poverty and marginalised by difference. The book is also designed to stimulate understanding of the work of Bourdieu as well as of a Bourdieuian approach to research. Seeing transformative potential in his theoretical constructs, it airs the possibility that schools can be more than mere reproducers of society.
Acknowledgements 5
Contents 6
1 Locating the Research 9
An Introduction to Crimson Brook and the Research 12
The Growth of Inequalities in New Economic, Political and Cultural Contexts 13
An Outline 16
2 Coming to Terms with Social Inequalities in Education 20
A Bourdieuian Focus: Taking a Critical Standpoint on Social Inequalities 21
A Bourdieuian Method: Producing Knowledge About Social Inequalities 26
A ‘Toolkit’ to See the World with New Eyes 33
3 Student Achievement in Context 35
Meritocratic Myths: The Influence of Low SES on Student Achievement 37
Locating Crimson Brook Secondary College Within These Broader Issues 39
Two Translations of the Same Sentence 46
4 Where Are the Good Teachers When You Need Them? 48
Debunking Meritocracy 49
We Need to Attract and Keep Good Teachers 50
Once We Get Them Here, They Move on 51
Being There Without Being There: Mobility of Hearts and Minds 52
Leaving as the Beginning Premise 54
Worth Being There 56
5 What Should Effective Schooling Look Like? 59
How Effective Are Schools for Students and Their Learning? 60
What Should Be the (Learning) Experiences of Students in Schools? 66
How and by Whom Should Schools Be Managed? 73
Moving Beyond Compensation and Towards Reorganisation 75
6 Competencies That Count 77
The Myth of Meritocracy 77
Cultural Capital: The Perfect Inequality of Opportunity 78
The Limited Access of the Marginalised to the Cultural Capital of the Dominant 79
Is the Cultural Capital of the School Even Relevant to These Kids? 83
The Challenge for Teachers: Responding to Community Needs and Teaching the Cultural Capital of the Dominant 87
Teachers as Agents of Transformation 90
7 Acquiring a Feel for the Game 92
The Reproductive Habitus 94
The Transformative Habitus 100
Transformatory Possibility? 104
8 Letting Parents in on the Rules of the Game 107
‘They Just Don’t Care’ 109
‘It’s the Cargo Cult Mentality’ 111
‘Getting Involved Is Not Really an Option for Me’ 113
‘My Experiences of School Are Not That Good’ 114
‘I Don’t Have the Necessary Skills’ 115
‘They Seem to Know What’s Best for the Kids’ 117
‘The Principal’s Ideas Are the Ones That Really Matter’ 119
Transforming the Field 120
References 123
Index 134
| Erscheint lt. Verlag | 23.10.2009 |
|---|---|
| Zusatzinfo | IX, 136 p. |
| Verlagsort | Dordrecht |
| Sprache | englisch |
| Themenwelt | Geisteswissenschaften |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Sekundarstufe I+II | |
| Sozialwissenschaften ► Politik / Verwaltung | |
| Sozialwissenschaften ► Soziologie | |
| Schlagworte | disadvantaged communities • Education • educational opportunities • Educational Reform • learning • Locat • Pierre Bourdieu • schooling in disadvantaged communities • Social Justice • Sociology of Education |
| ISBN-10 | 90-481-3344-0 / 9048133440 |
| ISBN-13 | 978-90-481-3344-4 / 9789048133444 |
| Haben Sie eine Frage zum Produkt? |
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