Affective experiences and expressions in institutional context: the case of a boarding school for Indigenous students in India

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Ethnography and Education Pub Date : 2022-05-10 DOI:10.1080/17457823.2022.2072690

Christine Finnan

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引用次数: 1

Abstract

ABSTRACT The 22,500 Indigenous students attending an Indian boarding school sacrifice living with family to essentially grow up in an institutional setting, in part to receive free education but also because they believe in the school’s promise of a bright future. In this context, students’ affective expressions and experiences are moulded by an all-enveloping institutional environment. The article relies on two concepts, ‘institutions of hope’ and ‘total institutions’ to examine the institutional context in which students shape their aspirations and weigh the balance of sacrifice and opportunity. Ethnographic data were collected through on campus observation, visits to students’ villages, and interviews with former and current students, parents, teachers, administrators, and visitors. Additionally, institutional messaging on social media and the school’s website was analysed. The data paint a picture of how, within this institutional context, sacrifice is justified in pursuit of aspirations, and hope for a better future through education is internalised.

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制度背景下的情感体验与表达:以印度一所寄宿学校的土著学生为例

摘要就读于印度寄宿学校的22500名土著学生牺牲了与家人一起生活，基本上是为了在机构环境中成长，部分原因是为了接受免费教育，但也因为他们相信学校的光明未来。在这种背景下，学生的情感表达和体验是由一个包罗万象的制度环境塑造的。这篇文章依靠两个概念，“希望机构”和“整体机构”来考察学生塑造抱负的机构背景，并权衡牺牲和机会的平衡。民族志数据是通过校园观察、对学生村庄的访问以及对前任和现任学生、家长、教师、管理人员和访客的采访收集的。此外，还分析了社交媒体和学校网站上的机构信息。这些数据描绘了一幅画面，在这种制度背景下，为了追求抱负而做出的牺牲是合理的，通过教育实现更美好未来的希望是如何内化的。

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.