Normality and difference in education: relational encounters at school boundaries

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Ethnography and Education Pub Date : 2021-04-03 DOI:10.1080/17457823.2020.1852438

Antonio Garcia, A. Haye, C. Matus, Verónica López

引用次数: 0

Abstract

ABSTRACT Substantialist ethnographic approaches have been questioned for situating studies into stable groups and places, thereby creating rigid categories of diversity. In this study, we approached school normality through a relational ethnography, where the focus is on fields rather than places, and boundaries rather than bounded groups. Extended fieldwork was done at two schools in Santiago de Chile, where we embarked on a flexible journey to follow daily school life. We analysed situational encounters between the ethnographer and school actors at the school boundary as relational fields. Findings show that the institutional schools’ structures and norms seen at the boundary define the terrain where the relation between schools and differences is revealed. In this context, normality takes the form of resistance, nostalgia, and risk, defining how differences within the student body are constructed.

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教育的常态与差异：学校边界的关系遭遇

摘要实证人种学方法因将研究置于稳定的群体和地方，从而产生僵化的多样性类别而受到质疑。在这项研究中，我们通过关系民族志来探讨学校的常态，重点是领域而不是地方，边界而不是有界的群体。在智利圣地亚哥的两所学校进行了长期的实地调查，在那里我们开始了一段灵活的旅程，了解学校的日常生活。我们分析了民族志学家和学校行动者在学校边界上的情景相遇，作为关系场。研究结果表明，在边界处看到的制度学校的结构和规范定义了学校与差异之间关系的揭示地带。在这种情况下，常态表现为抵抗、怀旧和风险，定义了学生体内的差异是如何构建的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Ethnography and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： Ethnography and Education is an international, peer-reviewed journal publishing articles that illuminate educational practices through empirical methodologies, which prioritise the experiences and perspectives of those involved. The journal is open to a wide range of ethnographic research that emanates from the perspectives of sociology, linguistics, history, psychology and general educational studies as well as anthropology. The journal’s priority is to support ethnographic research that involves long-term engagement with those studied in order to understand their cultures, uses multiple methods of generating data, and recognises the centrality of the researcher in the research process. The journal welcomes substantive and methodological articles that seek to explicate and challenge the effects of educational policies and practices; interrogate and develop theories about educational structures, policies and experiences; highlight the agency of educational actors; and provide accounts of how the everyday practices of those engaged in education are instrumental in social reproduction.