Literaturnachweis - Detailanzeige
Autor/inn/en | Rayón, Laura; de las Heras, Ana María; Bañares, Elena |
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Titel | Social Inequality as Exclusion in a Rural School |
Quelle | In: Ethnography and Education, 18 (2023) 1, S.57-74 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Rayón, Laura) ORCID (de las Heras, Ana María) ORCID (Bañares, Elena) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1745 -7823 |
DOI | 10.1080/17457823.2022.2103838 |
Schlagwörter | Social Differences; Rural Schools; Teacher Attitudes; Attitude Change; Rejection (Psychology); Social Isolation; Student Attitudes; Educational Environment; Ethnography; Foreign Countries; Institutional Characteristics; Preschool Children; Preschool Education; Elementary School Students; Violence; Conflict; Punishment; Behavior Problems; Student Responsibility; Classroom Techniques; Socioeconomic Influences; Spain Sozialer Unterschied; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Ablehnung; Soziale Isolation; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ethnografie; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Gewalt; Konflikt; Bestrafung; Klassenführung; Sozioökonomischer Faktor; Spanien |
Abstract | The present paper highlights that social inequality in some rural regions can substantially and harshly affect school coexistence. The present study is carried out in a Spanish rural school, and it aimed to understand which factors affected coexistence and generated situations of exclusion. Participant observation and the different voices in contrast -- students and teachers -- reveal how the environment has generated a situation of exclusion in some families who have recently settled in the village. Furthermore, the unfair socioeconomic situation of the outsiders, legitimated at school by a punitive model of coexistence, turns teachers and students into approving actors of structural violence resulting in the rejection and isolation of some students. Together with the value of ethnography, these results are discussed to transform the teachers' beliefs and perceptions about coexistence. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |