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Focuses on identity and agency in a variety of social institutions in educational ethnography. The contributors explore these themes in a range of international contexts. They demonstrate the capacity of educational ethnography to provide accounts of participants' perspectives and understandings to highlight the agency of educational subjects.
List of contents
Series Preface. Introduction. (G. Troman). A Relational Approach on Children in the City: The Importance of Public Space, Non-Places and Ephemeral Relationships for Learning. (R. Soenen). The Construction of Identity on the Internet: A Study of Swedish Young People's Self-Presentation in a Web Community. (F. Moinian). God's Gypsy and God's Enforcer: The Educational Significance of Constructions of Motherhood and Mother-Daughter Relations. (J. Donnell Johnson). How Students, The Home and the School Mediate Issues Related on Home And School: A Dynamic Of Distance? (C. Hudson). An Ethnographic Study of Gender Differences: Racial Integration in South African Secondary Schools. (J. Klaas). Why Can't We Just Do Math? Exploring the Tensions Within the In-Between Space of a Culturally Responsive Curriculum. (J. Parker Webster, J. Lipka). New Aims and Old Problems in Swedish Schools: Flexibility, Freedom of Choice and Self-Reliance in Learning as Part of Social Reproduction. (M. Dovemark, D. Beach). Labs and the Quality of Learning in School Science: Schools, Labs and Creativity). (D. Beach). The Restructuring of Swedish Adult Education : The Involvement of Economists and Politicians in Education Policy. (M. Carlson). Through the Looking Glass and what Ethnography Finds There: Critical Insights into the New Deal for Young People's Voluntary Sector Option. (G. Mitchell). 'I Go To Get Away from the Cockroaches': Educentricity and the Politics of Education in Prisons. (A. Wilson). About the Authors.
Summary
Focuses on identity and agency in a variety of social institutions in educational ethnography. The contributors explore these themes in a range of international contexts. They demonstrate the capacity of educational ethnography to provide accounts of participants' perspectives and understandings to highlight the agency of educational subjects.
