Kinship and Classrooms: An Ethnographic Perspective on Education as Cultural Transmission

Lubeck, Sally

doi:10.2307/2112426

Cited by 26 publications

(4 citation statements)

References 13 publications

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“…Formal educational systems and the mass media are much more extensive and formidable mechanisms. It is well established that school systems are efficient methods for reinforcing gender, class, ethnic and other socio-economic distinctions prevalent in the larger society (Adler, Kless, and Adler 1992;Alexander, Cook, and McDill 1978;Bourdieu 1977;Bowles and Gintis 2002;Condron 2007;Eder 1981Eder , 1985Kessler et al 1985;Lee, Marks, and Bird 1994;Lubeck 1984;Ortner 2002;Roscigno 1998;Wilensky 1964;Yerrick, Roth, and Tobin 2006). Not coincidentally, systems that segregate children into specific educational 'tracks' also constrain cognitive development and the subsequent command of important cultural tools that might be received through language, literature, the arts, history, etc., and this deprivation perpetuates social exclusion (Aptheker 1946;Eder 1981;Kaestle 1988;Massey and Fischer 2006;McSeveney 1987;Vasquez 2005).…”

Section: Enculturation and Socializationmentioning

confidence: 99%

Cultural inclusion, exclusion and the formative roles of museums

Coffee

2008

Museum Management and Curatorship

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Very diverse cultural practices develop within sufficiently large polities, in response to, and contributing to, a matrix of social relationships. Museums play a formative role in defining and reproducing those relationships through their policies and narrative practices. As importantly, how museums are construed, who uses them, and how they use them, are also defined within this web of relationships. Discussions of audience inclusion and exclusion should thus be grounded in an analysis of the complex sociocultural roles that museums play, and specifically in regard to the user's search for shared narrative.

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Section: Enculturation and Socializationmentioning

confidence: 99%

Cultural inclusion, exclusion and the formative roles of museums

Coffee

2008

Museum Management and Curatorship

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“…It seems inarguable, for example, that working-class children, in general, receive a very different type of classroom instruction than students from wealthier classes (see, e.g., Bowles & Gintis, 1976Giroux, 1983; also see Mehan, 1989). Anyon (1980,1981) and others (e.g., Lubeck, 1984;Page, 1987;Ramsey, 1983;Wilcox, 1982;Willis, 1977;see also, Gamoran & Berends, 1987) have clarified and elaborated this relationship between social class and schooling by studying ethnographically the nature of classroom instruction, especially in working-class schools. Their results show that the so-called *hidden curriculum" (see, e.g., Giroux, 1983, Ch.…”

Section: B Practical Concernsmentioning

confidence: 99%

The teacher–student relationship

Brady¹

2019

Philosophy and the Study of Education

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A study examined simultaneously household and elementary classroom life, and collaborated closely with teachers to develop implications for the teaching of literacy. The study consisted of three main, interrelated activities: an ethnographic analysis of the use and transmission of knowledge and skills within and among households (represented by 24 males and 29 females) in a Latino community in Tucson, Arizona; implementation of an after-school site where researchers and teachers examine classroom practices and use local resources to experiment with literacy instruction; and classroom observations examining existing methods of instruction and exploring how to change instruction by applying what was learned at the after-school site. Results indicated that: (1) the working-class, Hispanic households possessed ample funds of knowledge that become manifest through household activities; (2) in contrast to households, most classroom (and most teachers) function in isolation not only from other classrooms but from the social world of the students and the community; (3) the key to the development and implementation of any innovation was the involvement of teachers in the research process; and (4) teachers can take advantage of these funds of knowledge in a number of ways, including inviting parents to contritiute to lessons. Findings suggest that reading and writing lessons be reorganized to become more interactive or participatory, emphasizing the children's use of literacy to obtain and communicate meaning. (Nine tables and four figures of data are included; 105 references are listed. The appendixes Include a table of background characteristics of the sample households, fieldnote samples, evaluation instruments, and readina and writing samples. (RS)

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“…It seems inarguable, for example, that working-class children, in general, receive a very different type of classroom instruction than students from wealthier classes (see, e.g., Bowles & Gintis, 1976Giroux, 1983; also see Mehan, 1989). Anyon (1980Anyon ( , 1981 and others (e.g., Lubeck, 1984;Page, 1987;Ramsey, 1983;Wilcox, 1982;Willis, 1977;see also, Gamoran & Berends, 1987) have clarified and elaborated this relationship between social class and schooling by studying ethnographically the nature of classroom instruction, especially in working-class schools. Their results show that the so-called *hidden curriculum" (see, e.g., Giroux, 1983, Ch. 2) is not so hidden after all; as Good lad (1984) has suggested, "If at all hidden, it usually is only slightly obscured" (p. 197).…”

Section: B Practical Concernsmentioning

confidence: 99%

Teacher-student relationship

Pasmore¹

1987

Psychiatric Bulletin

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This paper describes the outcomes of a study that tested a path model designed to predict the quality of instructional interactions between teachers and students in 46 heterogeneous general elementary education classrooms in 14 schools. The quality of instruction interactions was measured for three groups of students, students with disabilities, students at-risk, and typically achieving students. Teachers who scored low on instructional interactions had no individual interactions with students beyond checking that they were on task. High scoring teachers engaged in significant amounts of individual discussions with students about the content and concepts of the lesson, often in prolonged interchanges. Predictors of the quality of instructional interactions were the reported level of collaboration occurring in the school and a composite measure of teacher attitudes and beliefs about the integration of students with special needs in general education classrooms. Predictors of the composite measure of teacher attitudes and beliefs toward integration were teacher efficacy and the teachers' perceptions of the amount of collaborative support received from resource teachers and teaching assistants in their classrooms. The report includes diagrams illustrating the model for predicting quality of instruction interactions in general education classrooms that include students with special needs. (Contains 17 references.) (Author/CR) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Abstract Toward a Framework for Predicting Effective Inclusion in GeneralIn this study we tested a path model designed to predict the quality of instructional interactions between teachers and students in heterogeneous general education classrooms. The path model tested in the present study is a revision of a model previously developed and tested by Stanovich and Jordan. Modifications were made to the Stanovich and Jordan model, and a new set of data collected in 46 elementary classrooms in 14 schools. The quality of instructional interactions was measured for three groups of students, exceptional, at-risk and typically-achieving. Predictors of the quality of instructional interactions were the reported level of collaboration occurring in the school and a composite measure of teacher attitudes and beliefs about the integration of students with special needs in general education classrooms. Predictors of the composite measure of teacher attitudes and beliefs toward integration were teacher efficacy and the teachers' perceptions of the amount of collaborative support received from resource teachers and teaching assistants in their classrooms.

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Kinship and Classrooms: An Ethnographic Perspective on Education as Cultural Transmission

Cited by 26 publications

References 13 publications

Cultural inclusion, exclusion and the formative roles of museums

Cultural inclusion, exclusion and the formative roles of museums

The teacher–student relationship

Teacher-student relationship

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