Ceremony, Rites, and Economy in the Student System of an American High School

Burnett, Jacquetta H.

doi:10.17730/humo.28.1.h117n6m23176w426

Cited by 41 publications

(5 citation statements)

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“…Several studies have shown the importance of ritual in contemporary society and its effectiveness in creating and transmitting culture within educational settings (Burnett 1976;McLaren 1993). More recent studies have revealed the centrality of rituals as political performances that communicate expectations and norms for behavior (Magolda 2000).…”

Section: On the Transformative Potential Of Ritualmentioning

confidence: 99%

Reshaping Conflict through School Ceremonial Events in Israeli Palestinian–Jewish Coeducation

Bekerman¹

2003

Anthropology & Edu Quarterly

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This article on the joint Hanukkah/Id'l Fitter/Christmas celebration examines Arab-Jewish coeducation aimed at encouraging each group to take pride in their cultural heritage while experiencing and respecting the heritage of the other. The study is an attempt to better understand the ways in which bilingual/multicultural efforts can shape individual and group perspectives and help overcome intergroup tensions and conflict, inquiring into the potential of ritual events to support this endeavor. The article aims to assist teacher educators in (redesigning new or existing multicultural education programs for conflict-ridden areas, and to illuminate the dynamic interaction between the declared expectations of those programs and the conflictual contexts that constrain them.Those who reside within the physical borders of Israel are continually confined and defined by national, religious, and ethnic boundaries. Although arguably imaginary, these boundaries often become inescapably real in Israel. People are perpetually occupied with marking them, wielding them like weapons, including and excluding, acknowledging or rejecting values and ways of life, even denying the Other the right to exist.In recent years, a new coeducation initiative, guided by bilingual and multicultural principles, has developed in Israel. Its main purpose is to offer dignity and equality to the two Israeli groups, Palestinians and Jews, who have for the last 100 years been engaged in one of the most intractable and intense conflicts of modern times (Bar-Tal 2000).Bilingual and multicultural education has long been advocated for its potential to improve intergroup relations (Banks 1994; Daoust 1997; Garcia 1997). Language has been used historically in various educational settings to produce different linguistic outcomes, fostering monolingual and/or bilingual speech communities (Garcia 1997). However, language education has been shown to effect sociocultural products beyond purely linguistic outcomes (Skutnabb-Kangas 1999).Language plays a crucial role in social interaction and the transmission of cultural and social values (Fishman 1970,1997; Safran 1999). As a symbolic system, language not only constructs social identity but may also solidify or revitalize national/ethnic identities and loyalties (Fishman 1989; Haarmann 1986; Smith 1998). Bilingual education can serve as an empowerment pedagogy through the incorporation of home languageAnthrvpology & Education Quarterly 34(2): 2C&-224 and culture in school community participation, increasing the self-esteem of minority students (Garcia 1997; Giles and Weimann 1987). Still, bilingual education remains a controversial and misunderstood field. Freeman (2000) points at the need to better understand the location and nature of the discrepancies between "ideal" bilingual planning and its actual implementation to better inform educators' efforts in reshaping bilingual educational programs. Two recent reviews (Genesee and Gandara 1999; Slavin and Cooper 1999) have examined the influence of bilingual and c...

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Section: On the Transformative Potential Of Ritualmentioning

confidence: 99%

Reshaping Conflict through School Ceremonial Events in Israeli Palestinian–Jewish Coeducation

Bekerman¹

2003

Anthropology & Edu Quarterly

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“…Burnett [1969] and Fiske The strategy of analysis by analogy has been used by several anthropologists to yield insight and analytical leverage for understanding U.S. culture.…”

Section: Discussionmentioning

confidence: 99%

The Academic Community and the Image of Limited Good

Fitchen

1984

Cent Issues Anthropol

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Anthropological analysis of the contemporary U.S.A. should move beyond describing observed behavior to probing underlying cultural assumptions. But it is particularly difficult for anthropologists enculturated within the U.S. to confront their own cultural premises and blindspots. One useful strategy is to analyze American behavioral data in terras of models developed by anthropologists for describing other cultures. This article takes an irreverent look at academe, using George M. Foster's model of peasant society.Participant-observation on campuses shows that the Image of Limited Good, which Foster found in peasant communities, seems also to underlie and explain everyday behavior in the academic world.

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“…The locality provides clients, most practitioners, resources, and expectations for the operation of the system. The community also is the major recipient of the school's conversion and output processes (Burnett, 1969). The school is linked horizontally to its community.…”

Section: Stability and Change In Local Schoolsmentioning

confidence: 99%

6: Impact of Policy Decisions on Schools

Burlingame

1977

Review of Research in Education

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237uncodified, but excited literature. Evaluation has generally meant study of the achievements and values of programs, with particular emphasis on the success or failure of specific efforts to change the impacts of schools on some or all of their clients.This review attempts to frame a larger interpretation of the impact of policy decisions on schools by reviewing the literature of the 1960s and 1970s. Our interpretation suggests that two fundamentally different frameworks predominated as ways of policy development and policy impact assessment (Allison, 1971). These views are labeled the rational-systems analysis approach and the negotiations-authority approach. They differ most in their conception of goals. The rational-systems analysis approach contends that goals are capable of clear, unequivocal statements and of being ordered in some ranking or priority fashion. The negotiations-authority approach contends that goals are ambiguous, equivocal, and intangible, and they are difficult if not impossible to order in some ranking or priority fashion (Cohen & March, 1974).We suggest that during the 1960s the systems analysis approach dominated thinking about development and implementation of policy. By the early 1970s, however, a series of problems, most notably described in the research on implementation, was uncovered, and the systems analysis approach now is being replaced by the authority-negotiations frame. We begin by examining these frameworks in some detail. The second section of the review deals with two issues. The first is the role of the federal government in educational policy during the 1960s and 1970s. Acting through the executive, judicial, legislative, and administrative branches, the federal government was involved intimately in fostering educational change. A second issue was that stability was being sought in a number of characteristics of local school systems. The issues of stability and change, and of frequent tensions between national and local interests, dominate this section. The final section of the review pulls together the general argument made and then suggests some lines of future inquiry. ALTERNATIVE EXPLANATIONSAt least two major frameworks can lend coherence to the question of the impact of policies on schools. These frameworks provide different ways of describing and analyzing the world of policy. The first is systems analysis, and the second involves a family of slightly different models with common elements, labeled in this review as the negotiations model and the professional authority models. Systems AnalysisCertainly the best known device for examining the impact of policy on schools is the systems analysis approach. The systems analysis approach sug-, 1972) have received the most attention. In Equality of Educational Opportunity, Coleman and his associates consciously adopted a model which sought to assess multiple factors as they influence school achievement. The use of multiple regression techniques allowed Coleman to manipulate the data in ways that assessed various source...

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Ceremony, Rites, and Economy in the Student System of an American High School

Cited by 41 publications

References 1 publication

Reshaping Conflict through School Ceremonial Events in Israeli Palestinian–Jewish Coeducation

Reshaping Conflict through School Ceremonial Events in Israeli Palestinian–Jewish Coeducation

The Academic Community and the Image of Limited Good

6: Impact of Policy Decisions on Schools

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