Diffractive Accounts of Inequality in Education: Making the Effects of Differences Evident

Autor/inn/en	Hayes, Debra; Talbot, Debra; Mayes, Eve
Titel	Diffractive Accounts of Inequality in Education: Making the Effects of Differences Evident
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 33 (2020) 3, S.357-371 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Talbot, Debra) ORCID (Mayes, Eve)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2019.1676481
Schlagwörter	Foreign Countries; Equal Education; Outcomes of Education; Ethnography; National Competency Tests; Educational Research; Educational Policy; Educational Practices; Cultural Capital; Australia; National Assessment Program Literacy and Numeracy + Suchen Sie Ihr Suchwort? Ausland; Lernleistung; Schulerfolg; Ethnografie; Bildungsforschung; Pädagogische Forschung; Politics of education; Bildungspolitik; Bildungspraxis; Australien
Abstract	Inequitable outcomes from schooling are an enduring and global concern. Large scale data sets of achievement in the form of international and national standardised tests provide geographies of the effects of schooling. Our interests as educational researchers have focused on mapping the local contours of schooling through the use of ethnographically informed approaches to research. In this paper, we consider the implications for ethnographers of schooling of setting aside standard measurements of space and time, for example, to examine how these phenomena are made meaningful and made to matter in particular ways through practices of knowing. We investigate what changes when processes intended to reflect what is 'real' are replaced by performative understandings of knowledge-making. We ground this discussion in three ethnographic studies that provide starting points for reconceptualizing the meaning making of ethnographic practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01