通过民族志调查确定父母参与的特征:不同学校的审美体验和微观政治抵抗

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Ethnography and Education Pub Date : 2020-07-02 DOI:10.1080/17457823.2019.1698307

Begoña Vigo-Arrazola, Belén Dieste-Gracia

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引用次数: 5

摘要

摘要本文关注的是审美实践在西班牙学校环境中发挥的相关性，即扩大父母的参与和影响。一所农村学校、一所城市学校和一所城郊学校被纳入研究。参与者观察和访谈是产生数据的主要手段。结果显示，所有不同的学校都促进了家长的参与。然而，在审美实践和体验上却存在着差异。家长的参与在学校中以不同的方式发展，这与当地的环境条件和学校所属地理空间的显著特征有关。实用的美学知识产生了多种行动策略。

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Identifying characteristics of parental involvement: aesthetic experiences and micro-politics of resistance in different schools through ethnographic investigations

ABSTRACT This article focuses on the relevance that aesthetic practices play extending parental involvement and influence in school contexts in Spain. One rural, one urban and one peri-urban school have been included in the research. Participant observation and interviews were the main means of data production. In the results all the different schools promoted parents’ participation. However, differences in aesthetic practices and experiences were found. Parental involvement was developed in schools in different ways in relation to local contextual conditions and the salient characteristics of the geographic spaces the schools belonged to. Practical aesthetic knowledge produced multiple strategies of action.

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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.