Literaturnachweis - Detailanzeige
| Autor/in | Fisher, Pamela |
|---|---|
| Titel | Performativity, Well-Being, Social Class and Citizenship in English Schools |
| Quelle | In: Educational Studies, 37 (2011) 1, S.49-58 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0305-5698 |
| Schlagwörter | Social Class; Citizen Participation; Citizenship Education; Well Being; Foreign Countries; Empowerment; Working Class; Values; Disadvantaged; Parenting Skills; Academic Achievement; United Kingdom (England) |
| Abstract | A range of initiatives to promote well-being and empowerment have been introduced into English schools. These ostensibly support the citizenship curriculum that seeks to foster a more active and engaged populace. Whilst children are being encouraged to view their own well-being as a personal project (and as a badge of successful citizenship), this process is being undermined by an informal curriculum of citizenship, embedded within the culture of performativity, that is promoting a climate of misrecognition within schools. This form of "symbolic violence" (that affects working-class families disproportionately) is encroaching into the private sphere, traditionally a "potential" refuge providing opportunities for the development of forms of well-being that were not dependent on institutional endorsement. It is suggested that some of the counter-hegemonic values developed in the face of marginalisation might usefully inform issues of citizenship and well-being in schools in ways that would encourage genuinely empowered forms of citizenship. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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