Mills / Gale Schooling in Disadvantaged Communities

Playing the Game from the Back of the Field
2010
ISBN: 978-90-481-3344-4
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 136 Seiten

Based on a study of one secondary school located in a disadvantaged community in Australia, this book provides a different perspective on what it means to 'play the game' of schooling. Drawing on the perspectives of teachers, parents and students, this book is a window through which to explore the possibilities of schooling in disadvantaged communities. The authors contend that teachers, parents and students themselves are all involved in the game of reproducing disadvantage in schooling, but similarly, they can play a part in opening up opportunities for change to enhance learning for marginalised students. Rather than only attempting to transform students, teachers should be also be concerned to transform schooling; to provide educational opportunities that transform the life experiences of and open up opportunities for all young people, especially those disadvantaged by poverty and marginalised by difference. The book is also designed to stimulate understanding of the work of Bourdieu as well as of a Bourdieuian approach to research. Seeing transformative potential in his theoretical constructs, it airs the possibility that schools can be more than mere reproducers of society.

Autoren/Hrsg.

Mills, Carmen

Gale, Trevor

Inhaltsverzeichnis

1;Acknowledgements;5
2;Contents;6
3;1 Locating the Research;9
3.1;An Introduction to Crimson Brook and the Research;12
3.2;The Growth of Inequalities in New Economic, Political and Cultural Contexts;13
3.3;An Outline;16
4;2 Coming to Terms with Social Inequalities in Education;20
4.1;A Bourdieuian Focus: Taking a Critical Standpoint on Social Inequalities;21
4.2;A Bourdieuian Method: Producing Knowledge About Social Inequalities;26
4.3;A ‘Toolkit’ to See the World with New Eyes;33
5;3 Student Achievement in Context;35
5.1;Meritocratic Myths: The Influence of Low SES on Student Achievement;37
5.2;Locating Crimson Brook Secondary College Within These Broader Issues;39
5.3;Two Translations of the Same Sentence;46
6;4 Where Are the Good Teachers When You Need Them?;48
6.1;Debunking Meritocracy;49
6.2;We Need to Attract and Keep Good Teachers;50
6.3;Once We Get Them Here, They Move on;51
6.4;Being There Without Being There: Mobility of Hearts and Minds;52
6.5;Leaving as the Beginning Premise;54
6.6;Worth Being There;56
7;5 What Should Effective Schooling Look Like?;59
7.1;How Effective Are Schools for Students and Their Learning?;60
7.2;What Should Be the (Learning) Experiences of Students in Schools?;66
7.3;How and by Whom Should Schools Be Managed?;73
7.4;Moving Beyond Compensation and Towards Reorganisation;75
8;6 Competencies That Count;77
8.1;The Myth of Meritocracy;77
8.2;Cultural Capital: The Perfect Inequality of Opportunity;78
8.3;The Limited Access of the Marginalised to the Cultural Capital of the Dominant;79
8.4;Is the Cultural Capital of the School Even Relevant to These Kids?;83
8.5;The Challenge for Teachers: Responding to Community Needs and Teaching the Cultural Capital of the Dominant;87
8.6;Teachers as Agents of Transformation;90
9;7 Acquiring a Feel for the Game;92
9.1;The Reproductive Habitus;94
9.2;The Transformative Habitus;100
9.3;Transformatory Possibility?;104
10;8 Letting Parents in on the Rules of the Game;107
10.1;‘They Just Don’t Care’;109
10.2;‘It’s the Cargo Cult Mentality’;111
10.3;‘Getting Involved Is Not Really an Option for Me’;113
10.4;‘My Experiences of School Are Not That Good’;114
10.5;‘I Don’t Have the Necessary Skills’;115
10.6;‘They Seem to Know What’s Best for the Kids’;117
10.7;‘The Principal’s Ideas Are the Ones That Really Matter’;119
10.8;Transforming the Field;120
11;References;123
12;Index;134