Worldview of One Black Family in a Middle School Inclusion Program: An Ethnographic Study

Autor/in	Xu, Jianzhong
Titel	Worldview of One Black Family in a Middle School Inclusion Program: An Ethnographic Study
Quelle	In: Teachers College Record, 108 (2006) 7, S.1496-1530 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
DOI	10.1111/j.1467-9620.2006.00701.x
Schlagwörter	Inclusive Schools; World Views; School Safety; African Americans; African American Family; Disabilities; Urban Schools; Middle School Students; Family Attitudes; Ethnography; Family School Relationship; Family Role; School Role; Cultural Influences; Cultural Differences + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; World view; Weltanschauung; Afroamerikaner; Handicap; Behinderung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ethnografie; Cultural influence; Kultureinfluss; Kultureller Unterschied
Abstract	A growing number of schools have implemented inclusion programs for students with disabilities. Yet, there is hardly any acknowledgment of the presence of minorities in the inclusion implementation literature. This article uses ethnographic data to examine the experiences of one Black family in an urban middle school inclusion program. The study revealed that the school and the family held quite different worldviews regarding (a) academics versus social growth, (b) physical safety versus psychological safety, and (c) roles of the family, the child, and the school. In addition, the study revealed that the family's reactions were influenced by the inclusion program directly and by the school's desire to create an overall inclusive environment and that these parental reactions were further shaped by cultural lens and the power differential that existed between the family and the school. This article points to the critical importance of expanding the circle of current discourse on the realization of inclusion to include culturally diverse families, particularly because the data suggest that the longstanding power differential between the school and these families may intensify in inclusive settings. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10