Students of the backyard: An ethnographic analysis of a ghetto school

IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Selma Aydinoğlu Ünal , Birgül Ulutaş
{"title":"Students of the backyard: An ethnographic analysis of a ghetto school","authors":"Selma Aydinoğlu Ünal ,&nbsp;Birgül Ulutaş","doi":"10.1016/j.ijedudev.2025.103260","DOIUrl":null,"url":null,"abstract":"<div><div>The study aimed to contribute to the literature on education and spatial segregation in Türkiye, focuses on the similarities, parallels, and/or contrasts between the space in which a child lives and the cultural codes imparted to them at a poor public school located in a \"ghetto\" neighbourhood. Following a qualitative paradigm with an ethnographic approach, data were collected through participant observation at the ghetto school referred to as Backyard Elementary School. Data were gathered through unstructured interviews with the neighbourhood head, school administrators, and teachers, as well as semi-structured interviews and observations with seven teachers and six parents. The data were analysed using descriptive analysis. Findings of the study revealed that students' economic and cultural capital have negative reflections on their school life. While parents express aspirations for their children to achieve professional success, teachers view these ambitions as unattainable within the current educational framework. The families also perceived their children, whose academic performance declines yearly, as failures. Despite their dissatisfaction with their children's school experiences, parents advocated for 12 years of compulsory education, whereas teachers opposed compulsory education, advocating for vocational redirection at an earlier age. Teachers, viewing their own school as marginalized despite its central location, refer to other institutions as \"central schools\" and do not send their own children to the school where they work.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103260"},"PeriodicalIF":2.8000,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Development","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0738059325000586","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

The study aimed to contribute to the literature on education and spatial segregation in Türkiye, focuses on the similarities, parallels, and/or contrasts between the space in which a child lives and the cultural codes imparted to them at a poor public school located in a "ghetto" neighbourhood. Following a qualitative paradigm with an ethnographic approach, data were collected through participant observation at the ghetto school referred to as Backyard Elementary School. Data were gathered through unstructured interviews with the neighbourhood head, school administrators, and teachers, as well as semi-structured interviews and observations with seven teachers and six parents. The data were analysed using descriptive analysis. Findings of the study revealed that students' economic and cultural capital have negative reflections on their school life. While parents express aspirations for their children to achieve professional success, teachers view these ambitions as unattainable within the current educational framework. The families also perceived their children, whose academic performance declines yearly, as failures. Despite their dissatisfaction with their children's school experiences, parents advocated for 12 years of compulsory education, whereas teachers opposed compulsory education, advocating for vocational redirection at an earlier age. Teachers, viewing their own school as marginalized despite its central location, refer to other institutions as "central schools" and do not send their own children to the school where they work.
后院的学生:贫民窟学校的民族志分析
该研究旨在为基耶省教育和空间隔离的文献做出贡献,重点关注儿童生活空间与位于“贫民窟”社区的贫困公立学校传授给他们的文化规范之间的相似之处、相似之处和/或对比。遵循民族志方法的定性范式,通过参与观察在被称为后院小学的贫民窟学校收集数据。通过对社区负责人、学校管理人员和教师的非结构化访谈,以及对7名教师和6名家长的半结构化访谈和观察,收集了数据。采用描述性分析对数据进行分析。研究发现,学生的经济和文化资本对他们的学校生活有负面影响。虽然家长们表达了对孩子取得专业成功的渴望,但教师们认为,在当前的教育框架下,这些抱负是无法实现的。这些家庭还认为他们的孩子学习成绩逐年下降是失败的。尽管家长对孩子的学校经历不满意,但他们主张12年义务教育,而教师反对义务教育,主张尽早进行职业重定向。教师们认为自己的学校虽然处于中心位置,但被边缘化了,他们把其他机构称为“中心学校”,也不把自己的孩子送到他们工作的学校。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
International Journal of Educational Development
International Journal of Educational Development EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.20
自引率
12.00%
发文量
106
审稿时长
40 days
期刊介绍: The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信