Social Inequality as Exclusion in a Rural School

Autor/inn/en	Rayón, Laura; de las Heras, Ana María; Bañares, Elena
Titel	Social Inequality as Exclusion in a Rural School
Quelle	In: Ethnography and Education, 18 (2023) 1, S.57-74 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rayón, Laura) ORCID (de las Heras, Ana María) ORCID (Bañares, Elena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2022.2103838
Schlagwörter	Social Differences; Rural Schools; Teacher Attitudes; Attitude Change; Rejection (Psychology); Social Isolation; Student Attitudes; Educational Environment; Ethnography; Foreign Countries; Institutional Characteristics; Preschool Children; Preschool Education; Elementary School Students; Violence; Conflict; Punishment; Behavior Problems; Student Responsibility; Classroom Techniques; Socioeconomic Influences; Spain + Suchen Sie Ihr Suchwort? Sozialer Unterschied; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Ablehnung; Soziale Isolation; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ethnografie; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Gewalt; Konflikt; Bestrafung; Klassenführung; Sozioökonomischer Faktor; Spanien
Abstract	The present paper highlights that social inequality in some rural regions can substantially and harshly affect school coexistence. The present study is carried out in a Spanish rural school, and it aimed to understand which factors affected coexistence and generated situations of exclusion. Participant observation and the different voices in contrast -- students and teachers -- reveal how the environment has generated a situation of exclusion in some families who have recently settled in the village. Furthermore, the unfair socioeconomic situation of the outsiders, legitimated at school by a punitive model of coexistence, turns teachers and students into approving actors of structural violence resulting in the rejection and isolation of some students. Together with the value of ethnography, these results are discussed to transform the teachers' beliefs and perceptions about coexistence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01