学校教育的本体论危机:流动儿童与教育排斥的处境

Q3 Social Sciences

Contemporary Education Dialogue Pub Date : 2020-10-12 DOI:10.1177/0973184920948364

V. Rajan

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引用次数: 6

摘要

这篇文章强调了“流动的童年”和“不流动的学校”之间的不和谐，这是印度移民儿童教育包容的根本问题。以年龄、年级、学习、课程和语言等静态理想为基础的正规学校制度无法适应流动儿童的生活现实。通过对班加罗尔流动儿童的实地工作叙述，我表明，不能仅仅从流动的角度来理解流动儿童的教育排斥，相反，它需要在童年和学校教育的主导时空理想的背景下加以问题化。

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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The Ontological Crisis of Schooling: Situating Migrant Childhoods and Educational Exclusion

This article emphasises the discord between ‘mobile childhoods’ and ‘immobile schools’ as the fundamental problematic of educational inclusion of migrant children in India. Formal schooling system predicated upon static ideals of age, grade, learning, curriculum and language, fails to accommodate the lived realities of migrant children. By drawing upon field work narratives with migrant children in Bangalore, I show that migrant children’s educational exclusion cannot be understood in terms of their mobility alone, instead it needs to be problematised in the context of dominant spatio-temporal ideals of childhood and schooling.

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来源期刊

Contemporary Education Dialogue Social Sciences-Education

CiteScore

2.20

自引率

0.00%

发文量

期刊介绍： Contemporary Education Dialogue serves as an independent open forum for researchers and practitioners to sustain a critical engagement with issues in education by engendering a reflective space that nurtures the discipline and promotes inter-disciplinary perspectives. The peer-reviewed journal allows for a refinement of theoretical and practical basis for improving the quality of education, furthering the opportunity to directly create reflective classroom practices. It invites contributions by academicians, policy-makers and practitioners on various topics related to education, particularly elementary education. Discussions and responses to published articles are also welcome.