Drawing on an ethnographic study of a remote farming community in the Auvergne, Dr Reed-Danahay challenges conventional views about the operation of the French school system. She demonstrates how parents and children subvert and resist the ideological messages of the teachers, and describes the ways in which a sense of local difference is sustained and valued, through a complex interplay of schooling and family life. This book explores the role played by history, identity, and power in local responses to a national institution. A significant contribution to the anthropology of education, this book offers fresh insights into the ways in which French culture is transmitted to the coming generation. Dr Reed-Danahay also provides lucid and critical discussions of sociological theories on education, including those of Bourdieu.
The Handbook of Qualitative Research in Education offers both basic and advanced discussions of data collection, analysis and representation of all the best qualitative methods used in educational research. It contains four comprehensive yet concise sections on perspectives, settings, data collection and data analysis and representation. Authors from North America, Europe, Australia and New Zealand contribute to a wide-ranging and provocative Handbook that will inspire novice researchers and re-invigorate experienced scholars. Its 44 well-documented chapters will serve academics and graduate students in educational research across all sectors of education from pre-school to graduate school, and all settings from formal to non-formal.
This volume surveys the new global landscape for democratic civic education. Rooted in qualitative researc, the contributors explore the many ways that notions of democracy and citizenship have been implemented in recent education policy, curriculum, and classroom practice around the world. From Indonesia to the Spokane Reservation and El Salvador to Estonia, these chapters reveal a striking diversity of approaches to political socialization in varying cultural and institutional contexts. By bringing to bear the methodological, conceptual and theoretical perspectives of qualitative research, this book adds important new voices to one of educationOs most critical debates: how to form democratic citizens in a changing world.
The EU, French Schools, and Why the Veil was Banned
Author: Melanie Adrian
This book examines matters of religious freedom in Europe, considers the work of the European Court of Human Rights in this area, explores issues of multiculturalism and secularism in France, of women in Islam, and of Muslims in the West. The work presents legal analysis and ethnographic fieldwork, focusing on concepts such as laïcité, submission, equality and the role of the state in public education, amongst others. Through this book, the reader can visit inside a French public school located in a low-income neighborhood just south of Paris and learn about the complex dynamics that led up to the passing of the 2004 law banning Muslim headscarves. The chapters bring to light the actors and cultures within the school that set the stage for the passing of the law and the political philosophy that supports it. School culture and philosophy are compared and contrasted to the thoughts and opinions of the teachers, administrators and students to gage how religious freedom and identity are understood. The book goes on to explore the issue of religious freedom at the European Court of Human Rights. The author argues that the right to religious freedom has been too narrowly understood and is being fenced in by static visions of Islam. This jeopardizes the idea of religious freedom more broadly. By becoming entangled with regional and domestic politics, the Court is neglecting important nuances and is jeopardizing secularism, pluralism and democracy. This is a highly readable and accessible book that will appeal to students and scholars of law, anthropology, religious studies and philosophy of religion. 内容紹介 この本はヨーロッパにおける宗教の自由に関する問題を考察したもので、欧州人権裁 判所のそれに関する取り組みと、フランスにおける多文化主義、世俗主義、イスラム女 性、西洋におけるイスラム教の問題について調査している。その成果として、法的分析 、例えば政教分離などの概念に注目した民俗学的実地調査、提案、とりわけ公教育にお ける国家の公平性と役割に注目し、それを示している。この本を通して、読者はフラン スのパリ南部の低所得地域にある公立学校の内部事情を知ることができる。そしてイス ラム教徒が頭にスカーフをかぶることを禁じた2004年制定の法律が可決されるに至った 複雑な作用について学ぶことができる。各章では、法案成立のお膳立てをしてきた学校 関係者とその文化、そしてそれを支えた政治哲学について明らかにしている。宗教の自 由と独自性が人々にどのくらい理解されているかを計るために、学校文化と哲学を、教 員や管理職、学生の考えや意見と比較対比している。この本ではさらに欧州人権裁判所 における宗教の自由に関する問題を探求している。宗教の自由に関する権利は十分に理 解されておらず、人々はイスラム教についての固定的な見方から抜け出せないため、そ れが宗教の自由という考えを露骨に危険にさらしている。そして、宗教と国内政治のも つれによって、裁判所は微妙だが重要な差違を軽視し、それにより、世俗主義、多元主 義、民主主義が危険にさらされていると著者は述べている。この本は大変読みやすくわ かりやすいため、法律、人類学、宗教学、宗教哲学を学ぶ学生や研究者にお勧めしたい 本である。
Kosovo: The Politics of Identity and Space explores the Albanian-Serbian confrontation after Slobodan Milosevic's rise to power and the policy of repression in Kosovo through the lens of the Kosovo education system. The argument is woven around the story of imposed ethnic segregation in Kosovo's education, and its impact on the emergence of exclusive notions of nation and homeland among the Serbian and Albanian youth in the 1990s. The book also critically explores the wider context of the Albanian non-violent resistance, including the emergence of the parallel state and its weaknesses. Kosovo: The Politics of Identity and Space not only provides an insight into events that led to the bloodshed in Kosovo in the late 1990s, but also shows that the legacy of segregation is one of the major challenges the international community faces in its efforts to establish an integrated multi-ethnic society in the territory.
Youth and the State in Hungary takes as its focus the nature of Hungary’s youth movements over the last seventy years. In a detailed ethnographic study, Laszlo Kurti examines the lives of youth workers in the Csepel district of Budapest in the context of the wider political and economic transformations witnessed during the twentieth century. Kurti follows State-Youth relations from the inter-war capitalism that made peasants into workers, through the post war state socialism – ‘Stalinism’ and after – to the reintroduction of capitalism in 1990. This substantial time frame allows an exploration of the transformations and dilemmas of youth, class, gender and ethnicity as they develop across time. In the course of this study two main themes emerge: the reproduction of class in youth culture across shifting socio-economic conditions; and the mobilisation of youth movements in resistance to the state. Youth and the State in Hungary challenges the orthodox equation of youth and resistance by arguing that youth mobilisation has, in fact, served the interests of the state. Nevertheless there remains a genuine space for resistance and contestation in the reproduction of youth culture.
Investigating the Triangle of Racial, Gender and Disability Discrimination
Author: Prof Dr Dagmar Schiek,Professor Anna Lawson
Publisher: Ashgate Publishing, Ltd.
This book contributes to a critical reflection of current legislative and jurisprudential developments in Non-Discrimination Law, focusing on the European Union. The book is focused on intersectionality between gender, race and disability and the question of whether, and to what extent, this intersection can be adequately addressed in (EU) law. The discussion rests on two basic assumptions. First, the multiplication of 'discrimination grounds' in EU law and other legal regimes should not result in a dilution of the demands of equality law. Accordingly, the book focuses on the three key grounds - race, gender and disability. These constitute nodes around which other discrimination grounds can be grouped. Second, any multi-ground non-discrimination law framework needs to engage with the question of discrimination on several grounds. This book provides a critical evaluation of some of the problems presented by such intersectionality and an opportunity to explore the issues in depth. This collection offers some new proposals relating to the regrouping of identity categories and to the general approach to socio-legal research in the field. It also contains a comparative section, which expands on practical experiences with intersectionality and law, and a section dedicated to juridical responses to intersectionality. The book will be a valuable resource for researchers, academics and those working in the area of EU non-discrimination law and policy.
In departing from the traditional stance taken by anthropologists, who study 'others' ethnographically, this timely book explores forms of self-inscription on the part of both the ethnographer and those 'others' who are studied. Informed by developments in postmodernism, postcolonialism, and feminism, this is an original contribution to the growing dialogue across disciplinary boundaries. The chapters build upon recent reconsiderations of the uses and meaning of personal narrative to examine the ways in which selves and social forms are culturally constituted through biographical genres. Ethnic autobiography, self-reflexivity in ethnography, and native ethnography raise provocative questions about a range of issues for the contemporary scholar: authenticity of voice; ethnographic authority; and the degree to which autoethnography constitutes resistance to hegemonic bodies of discourse. Examined here in a variety of cultural and political contexts, writing about the self offers challenging insights into the construction and transformation of identities and cultural meanings.
"[I]ntersects with very active areas of research in history and anthropology, and links these domains of inquiry spanning Europe and North Africa in a creative and innovative fashion." -- Douglas Holmes, Binghamton UniversityMaltese settlers in colonial Algeria had never lived in France, but as French citizens were abruptly "repatriated" there after Algerian independence in 1962. In France today, these pieds-noirs are often associated with "Mediterranean" qualities, the persisting tensions surrounding the French-Algerian War, and far-right, anti-immigrant politics. Through their social clubs, they have forged an identity in which Malta, not Algeria, is the unifying ancestral homeland. Andrea L. Smith uses history and ethnography to argue that scholars have failed to account for the effect of colonialism on Europe itself. She explores nostalgia and collective memory; the settlers' liminal position in the colony as subalterns and colonists; and selective forgetting, in which Malta replaces Algeria, the "true" homeland, which is now inaccessible, fraught with guilt and contradiction. The study provides insight into race, ethnicity, and nationalism in Europe as well as cultural context for understanding political trends in contemporary France.
Individuality is often interpreted as a force for the separation and autonomy of the individual. This book takes a different approach: the contributors explore the expression of individuality as a form of social action inextricably linked to questions of belonging. This book addresses a continuing effort within anthropology to interrogate sociality. Using case studies from North America, Europe, Africa, and Asia, the contributors examine a wide range of topics. Covering everything from studies of childhood and family relations to patterns of movement for tourism, work, and religious pilgrimage; from the spinning of fashions to the sculpting of life narratives, the contributors analyze the shifting forms of the cultural politics of distinction. The book illustrates the variation and ingenuity with which people in various settings claim diverse forms of individuality, their motivations for doing so, and the outcomes of their actions.
This book contributes to understanding of the contemporary relationship between Muslims and the Western societies in which they live, focusing particularly on the UK. Chapters reflect on the nature of multiculturalism, as well as a wide range of specific aspects of daily life, including religious dialogue, gender, freedom of speech and politics.
a dramatic tale of neoliberal reform in an Australian high school
Author: Martin Forsey
Publisher: Information Age Publishing
Based on extended, intensive fieldwork in an Australian high school, Challenging the System illuminates issues faced on a daily basis by teachers and educational administrators in many parts of the world. Forsey highlights the tensions arising between neo-liberal emphasis on individual school communities as the engine for competitive excellence in education, and the need for those responsible for running public education to maintain some degree of equity across the whole system. He shows that reforms based purely on market forces are not only undesirable, they are imposible to achieve. Governments do not want to lose control of highly significant cultural and political
Knowledge for Teaching First Grade in France and the United States
Author: Kathryn M. Anderson-Levitt
Publisher: Hampton Press (NJ)
A discussion of knowledge for teaching reading and for evaluating first graders' performance. It describes how teachers actually teach reading, and uses ethnographic research and cross-national comparisons to make visible elements of teaching culture that are usually taken for granted.