Ethnography of Education in the Waldesian Valleys: Analysis of the Relationship between a Religious Minority Identity, its Cultural and Current Educational Experience.

Autor/in	Gobbo, Francesca
Titel	Ethnography of Education in the Waldesian Valleys: Analysis of the Relationship between a Religious Minority Identity, its Cultural and Current Educational Experience.
Quelle	Aus: Day, Christopher W. (Hrsg.): Educational research in Europe. Yearbook 2000. Leuven: Garant (2000) S. 187-201Verfügbarkeit
Beigaben	Literaturangaben 23
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Bildungsforschung; Empirische Untersuchung; Methodologie; Kulturelle Identität; Schule; Sekundarbereich; Interkulturelle Bildung; Interkulturelles Lernen; Geschichtsbild; Europäische Dimension; Religiosität; EERA (European Educational Research Association); Ethnische Gruppe; Ethnische Minderheit; Italien
Abstract	This paper presents the findings of ethnographic fieldwork in the Waldensian valleys northwest of Turin (Italy). The research aimed to understand (1) the meaning of education and schooling within this minority, and (2) the relationship of education and schooling to the group's religious identity and to the members' status as Italien citizens. 15 fifth year school students at the Waldensian high school were extensively interviewed. Findings indicate that that high school provides students with an identity as students rather than as Waldensian, while the minority identity is transmitted and acquired in out-of-school contexts, both religious and secular ones. The educational experience is also described as relevant to the students' component identity, i. e. as Italian citizens, but not to higher education future choices. Findings interpretation took into account the diffused local cultural and educational 'environment', the Waldensians' reflective inquiry on the relationship with the Italian nation-state, and the minority's educational tradition. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2002_(CD)