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。
A Companion to the Anthropology of Education presents a comprehensive and state-of-the-art overview of the field, exploring the social and cultural dimension of educational processes in both formal and nonformal settings. Explores theoretical and applied approaches to cultural practice in a diverse range of educational settings around the world, in both formal and non-formal contexts Includes contributions by leading educational anthropologists Integrates work from and on many different national systems of scholarship, including China, the United States, Africa, the Middle East, Colombia, Mexico, India, the United Kingdom, and Denmark Examines the consequences of history, cultural diversity, language policies, governmental mandates, inequality, and literacy for everyday educational processes