'And What Language Do You Speak at Home?' Ethnocentrism and Cultural Openness in Teacher-Parent Interactions in Disadvantaged and Ethnically Segregated Schools

Autor/inn/en	Payet, Jean-Paul; Deshayes, Fabien
Titel	'And What Language Do You Speak at Home?' Ethnocentrism and Cultural Openness in Teacher-Parent Interactions in Disadvantaged and Ethnically Segregated Schools
Quelle	In: Ethnography and Education, 14 (2019) 3, S.344-359 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Payet, Jean-Paul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2019.1584537
Schlagwörter	Foreign Countries; Native Language; Ethnocentrism; Disadvantaged Schools; Ethnicity; Student Diversity; Cultural Pluralism; Parent Teacher Conferences; Acculturation; Elementary Schools; Immigrants; Teacher Attitudes; Parent Attitudes; Institutional Environment; Teaching Conditions; Teacher Role; Cultural Context; Multilingualism; Switzerland (Geneva) + Suchen Sie Ihr Suchwort? Ausland; Ethnozentrismus; Ethnizität; Kulturpluralismus; Akkulturation; Elementary school; Grundschule; Volksschule; Immigrant; Immigrantin; Immigranten; Lehrerverhalten; Elternverhalten; Lehrbedingungen; Unterrichtsbedingungen; Lehrerrolle; Mehrsprachigkeit; Multilingualismus
Abstract	This article, based on a deep ethnography in schools located in a disadvantaged multicultural context in Geneva (Switzerland), questions the way in which the local school system and teachers comprehend the cultural diversity of students and their parents. Oscillating between recognition and assimilation, teachers publicly adhere to discourses that emphasise cultural diversity, while limiting its expression, especially when a student encounters school difficulties. Teachers' meetings with parents are significantly influenced by the majority perspective, leaving the parents with little place to express their own needs. Nonetheless, within the conversation, some parents are able to assert practices that differ from those promoted by the host society. Ultimately, it seems that, in the absence of a multicultural position, teachers are limited to adopting hybrid practices that create unease and are evidence of limited understanding of multiculturality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01