Social inequality as exclusion in a rural school

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Ethnography and Education Pub Date : 2022-07-23 DOI:10.1080/17457823.2022.2103838

L. Rayón, Ana María de las Heras, Elena Bañares

引用次数: 1

Abstract

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.

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农村学校里的社会不平等现象

摘要:本文强调了一些农村地区的社会不平等会严重影响学校的共存。本研究在西班牙一所农村学校进行，旨在了解哪些因素影响共存并产生排斥情况。参与者的观察和不同的声音(学生和教师)的对比揭示了环境是如何在最近在村里定居的一些家庭中产生排斥的情况的。此外，外来者不公平的社会经济状况，在学校以惩罚性的共存模式合法化，使教师和学生成为赞成结构性暴力的行为者，导致一些学生遭到排斥和孤立。结合民族志的价值，讨论这些结果，以改变教师对共存的信念和看法。

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.