The Cultural Production of the Educated Person: Critical Ethnographies of Schooling and Local Practice.

Parker, Lynette; Levinson, Bradley A.; Foley, Douglas E.; Holland, Dorothy

doi:10.2307/3034049

Cited by 58 publications

(18 citation statements)

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“…Schools are places where the academic climate is seeded and as places where dominant social norms and expectations are presented, instilled, and enforced, especially towards students from minority social class or lower, as well as female students (Ames, 2013). Yet it is inevitable that schools are also places where such norms are and are negotiated among social agents (Ames, 2013;Parker et al, 1997). Not a few people think that schools have legitimacy for upward social mobility, individual and collective improvement, and their various associations with the desire (to borrow Ames' term) that is 'becoming somebody' (Ames, 2013), yet this is not straightforward in many contexts.…”

Section: Resultsmentioning

confidence: 99%

Indonesian students' perception of gender equity in education

Mustofa

Karya²,

Halim³

2021

pegegog

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This study aims to figure out the difference in perceptions of female and male students of gender equity in education by determining quantitative and qualitative approaches. To measuring the three-domain of gender equity in education (1) equity of access, (2) equity of opportunity in the learning process, and (3) equity of opportunity in educational achievement. We used questionnaires and distributed them to 111 students which are categorized into two genders; 59 female students, and 52 male students. Subsequently, depth interviews were carried out with 10 male students who were randomly chosen to investigate why male students did not accept fully gender equity in education. The independent t-test analysis was utilized to pointed out empirical facts. There was a significant difference in perception between female students and male students of gender equity in education. Gender equity have been coveted by many communities of society including the government. It is supposed to include gender equity material in the curriculum so that stakeholders and all school elements have awareness and are proactive in promoting gender equity in education.

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Section: Resultsmentioning

confidence: 99%

Indonesian students' perception of gender equity in education

Mustofa

Karya²,

Halim³

2021

pegegog

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“…In turn, agentic teachers are well-positioned to support the exertion of agency among their students. Because agency is best conceived of as the dynamic interplay between intended actions and the structural conditions in which such action is pursued, we draw attention to the ways in which school and district leaders mitigate the constraining effects of compliance-oriented state accountability practices by positioning teachers as agents and, in turn, how teachers leverage their enhanced agency to position their students as agents (Holland et al, 1998).…”

Section: Resultsmentioning

confidence: 99%

“…In contrast to this approach, this study's findings from seven odds-beating secondary school case studies illustrate relationships between teacher and student agency. In particular, we draw attention to the mutually constitutive nature of agency as it flows reciprocally from leaders to teachers and then on to students (Holland et al, 1998).…”

Section: Discussionmentioning

confidence: 99%

“…In an effort to address this gap, this article draws attention to the relationship between teacher and student agency, focusing on the ways in which school and district leaders position teachers as agents, and how agentic teachers position their students similarly. Because the ways in which individuals understand their identity and role in school are closely linked to their will and capacity for agentic action, it is crucial to understand how leaders and teachers position those with less power (teachers and students, respectively), as well as the ways in which those who are "offered" these positions inhabit, transform, or refuse them (Gee, 2012;Holland et al, 1998). In the following sections, we focus on the agentic positions offered to teachers and students, and we propose that teacher and student agency be studied relationally, not in isolation.…”

Section: Student Agencymentioning

confidence: 99%

“…Agency has emerged as a useful concept to capture the dynamic interplay between social structures and individual free will (Giddens, 1984;Ortner, 2006). Although agency has been ascribed different meanings by a number of scholars, in this study, we focus on the ways that agency can be understood as the dynamic interplay between intended actions and the structural conditions in which such action is pursued (Holland et al, 1998), or what Ahearn (2001) concisely described as "the socioculturally mediated capacity to act" (p. 112). Theories of agency have provided scholars with helpful lenses to investigate the ways that social structures are both challenged and reproduced through individual and collective action (Bourdieu, 1977;Sewell, 1992).…”

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confidence: 99%

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Teacher and Student Reciprocal Agency in Odds-Beating Schools

Leo

Wilcox

Kramer

et al. 2020

Teachers College Record: The Voice of Scholarship in Education

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Background/Context In the field of education, the lens of agency has provided a valuable conceptual alternative to deterministic portrayals of schools as oppressive institutions where teachers and students have little power over the conditions in which they teach and learn. A number of studies have investigated teacher and student agency, but few have explored the relationships between the two, particularly in regard to how teacher and student agency relate in high-need and high-diversity contexts with exemplary student graduation outcomes. Purpose/Focus of the Study In an effort to address the paucity of research investigating the relationships of teacher and student agency, this analysis draws on seven qualitative case studies of secondary schools achieving a trend of above-predicted (i.e., odds-beating) graduation outcomes. We pursued the overarching research question: What are the relationships between teacher and student agency in odds-beating schools? Setting The study took place in a purposeful sample of odds-beating secondary schools identified through multiple regression analyses. The sample included schools in rural, suburban, and more urban communities and were distributed across various geographic regions in the state of New York. All schools shared a pattern of above-predicted graduation outcomes, taking into account student demographic factors (percentage of students economically disadvantaged, African American/Black, Hispanic/Latinx, and English language learners). All schools met the criteria of being within the normal range for wealth ratio as well. Research Design This qualitative multiple case study focused on data generated from interviews and focus groups with 302 participants, including teachers, student support specialists, and school and district leaders, as well as field notes gathered during guided school tours, and documents. These data were analyzed using qualitative comparative analysis methods in multiple phases of deductive and inductive coding. Conclusions Study findings indicate that when teachers are offered opportunities to act as agents, they tend to offer opportunities to their students similarly. This research also suggests that affordances for teachers to assert agency can mitigate the constraining effects of state accountability system compliance-oriented practices. We conclude that teacher and student reciprocal agency merits further study and offers theoretical insights of particular import in high-needs and high-diversity school contexts.

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Handbook of Teacher Education

Townsend¹,

Bates²

2007

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The Cultural Production of the Educated Person: Critical Ethnographies of Schooling and Local Practice.

Cited by 58 publications

References 0 publications

Indonesian students' perception of gender equity in education

Indonesian students' perception of gender equity in education

Teacher and Student Reciprocal Agency in Odds-Beating Schools

Handbook of Teacher Education

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