提供这么多:与罗姆斯洛伐克16岁以上的学生一起探索学习和文化财富

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Ethnography and Education Pub Date : 2021-11-02 DOI:10.1080/17457823.2021.1998786

J. Doyle

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引用次数: 1

摘要

摘要位于英格兰北部一座大城市的新移民斯洛伐克罗姆人社区被广泛认为存在着无数的社会问题，并且与更广泛的社区存在冲突。本文介绍了一个项目的结果，该项目旨在探索新来英国的罗姆-斯洛伐克移民融入社会和教育的障碍和可能性。该研究使用基于Yosso社区文化财富模型的CRT方法，在16岁后为年轻人提供的服务中进行了民族志实地调查。该论文还应用了交叉分析和问题化假设，将罗姆人社区描绘成同质、边缘化和不加批判的家庭导向。调查结果从一个批评但积极的角度恢复了罗姆-斯洛伐克社区的声音和观点。从这项研究中得出的罗姆斯洛伐克学生的故事与人们普遍对该社区的负面刻板印象形成了鲜明对比。

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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So much to offer: an exploration of learning and cultural wealth with Roma Slovak post-16 students

ABSTRACT The newly arrived Roma Slovak community in a large urban city in the north of England has been widely perceived as having a myriad of social problems and there is a conflict with the wider community. This paper presents the results of a project to explore barriers and possibilities for the social and educational integration of newly arrived Roma Slovak migrants in the UK. The research carried out ethnographic fieldwork in a post-16 service for young people, using a CRT approach based on Yosso’s community cultural wealth model. The paper also applies an intersectional analysis and problematises assumptions that portray Roma communities as homogeneous, marginalised, and uncritically family oriented. The findings recover the voices and perspectives of the Roma Slovak community from a critical, though positive, perspective. The Roma Slovak students’ stories that emerged from this research are in stark contrast to the negative stereotypes commonly shared about the community.

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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.