批评在波兰民主学校中利用儿童的声音作为建立社区的手段

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Ethnography and Education Pub Date : 2021-10-15 DOI:10.1080/17457823.2021.1990100

Katarzyna Gawlicz, Z. Millei

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引用次数: 2

摘要

本文考察了在波兰一所小型民主学校举行的学校会议，以探索学校社区是如何形成的。借鉴福柯的权力概念，作者分析了现场笔记和采访摘录，揭示了在这些学校会议中，伴随着口头话语的声音和肢体表达是如何被赋予特权的。学校会议不仅仅是学生可以作为民主学校治理的授权参与者的空间，还被认为可以将参与的方式减少到声音和具体的行动和关注形式。因此，有声音的参与被用来构建一个充满包容和排斥的民主社区。论文最后指出了民主社区中利用声音的反身性参与。

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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Critiquing the use of children’s voice as a means of forging the community in a Polish democratic school

ABSTRACT The paper examines school meetings held in a small democratic school in Poland in order to explore how school communities are formed. Drawing on Foucault’s concept of power, the authors analyse fieldnotes and interview excerpts to reveal how voice and scripted bodily expressions accompanying verbal utterances are privileged in these school meetings to forge a community. Rather than being merely a space where students can act as empowered participants in democratic school governance, the school meetings are also argued to reduce the modalities of participation to voice and embodied forms of action and attention. Voiced participation is thereby instrumentalised to construct a democratic community with its dynamics of inclusions and exclusions. The paper concludes by pointing to reflexive engagements with utilising voice in democratic communities.

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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.