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One of Us or One of Them: A Generic Qualitative Study on the Efficacy of the Funds of Knowledge Strategy to Reduce Teacher Ethnocentrism
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Integrated technologies instructional method to enhance bilingual undergraduate engineering students
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The role of teacher’s written formative feedback on students’ critical thinking
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In: International Academic Forum (IAFOR) European Conference on Education 2014, ; International Academic Forum (IAFOR) European Conference on Education 2014 (2014)
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«"And i want to continue helping undocumented students like myself»" : a qualitative case study of three non-status students in their encounters with higher education
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The reading comprehension of deaf/hard-of-hearing Jamaican students: the contributions of intellectual ability, sign-language comprehension, vocabulary, knowledge and metacognitive awareness
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Teacher identity, adolescence and reading: the cultural and psychic uses of young adult literature
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| 87 |
"They gon' study some [things]": representation of schools and schooling in HBO's «The Wire»
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Abstract:
This qualitative inquiry is a close reading of the representations of public schools and schooling in HBO's television drama The Wire. I pay particular attention to the experiences of school administrators, educators, and students. The Wire draws from the ethnographic work of David Simon, a former Baltimore Sun journalist, and Edward Burns, a retired homicide detective and public school teacher. In examining the show's critiques of public schooling, I ask these questions: What types of representations of public schools and schooling are revealed in season four of The Wire? What kind of knowledge do these representations produce, and how is this knowledge socially and culturally relevant to teachers and to teacher education programs? I conceive of The Wire as a heteroglossic text that challenges dominant conceptions of schools and the education enterprise. Linguist Mikhail Bakhtin defines heteroglossia as the presence of different languages within a body of work, where each language presents and represents distinct worldviews. I use French philosopher Julia Kristeva's view of texts as productive entities that disrupt unexamined assumptions and generate new forms of seeing, being, and doing. Through my interpretive understandings, I suggest that schools are resistant to organizational change but that institutions of formal education may offer the potential to forge interpersonal relationships through which meaningful learning can occur. I also propose a revaluation of managerial approaches to education that rely on statistics to quantify learning. In closing, I recommend further research into the social functions of schooling, and the similarities that exist between schools and other normative institutions like law enforcement, mental health, and prisons. ; Cette enquête qualitative est une lecture approfondie des représentations des écoles publiques et de la scolarisation véhiculées dans la série télévisée de HBO : Sur écoute (The Wire). Nous nous concentrons plus particulièrement sur les expériences des administrateurs dans les écoles, des éducateurs et des étudiants. Sur écoute s'inspire de la recherche ethnographique de David Simon, un ancien journaliste du quotidien The Baltimore Sun et de Edward Bruns, un investigateur de homicide retraité et enseignant de l'école publique. C'est à travers les critiques de la série vis-à-vis du système scolaire publique que nous soulevons les questions suivantes : quels types de représentations de l'école publique et du système scolaire sont révélés dans la quatrième saison de Sur écoute ? Quel rapport à l'école ses représentations forment-elles et comment ce dernier est-il socialement et culturellement pertinent par rapport aux enseignants et à leur programme éducatif ? Nous considérons Sur écoute en tant que texte hétéroglossique qui questionne les conceptions dominantes de l'école et de l'entreprise éducative. Le linguiste Mikhail Bakhtin définie l'hétéroglossie comme la présence de différents langages au sein d'un même corpus et où chaque langue présente et représente des visions différentes du monde. Nous utilisons la pensée de la philosophe Julia Kristeva sur la théorie du texte comme élément de travail qui repense des hypothèses infondées et génère de nouvelles façons de voir, d'être et de faire. Au travers de notre interprétation, nous évoquons l'idée que les écoles résistent au changement organisationnel mais que les institutions de l'éducation formelle offrent un potentiel pour forger des relations interpersonnelles qui permettraient un apprentissage significatif. Nous proposons également une réévaluation des approches managerielles à l'éducation qui se fondent sur des statistiques pour quantifier l'apprentissage. En conclusion, nous recommandons une recherche plus approfondie sur les fonctions sociales de l'école et sur les similarités qui existent entre l'école et d'autres institutions normatives, telles que celles du maintien de l'ordre, les hôpitaux psychiatriques et les prisons.
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Keyword:
Education - Sociology of
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URL: http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121174
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| 88 |
EFL learner and teacher perspectives on corrective feedback and their effect on second language learning motivation
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Communication Strategy Use in Performing Informal Debate Tasks by Chinese English-as-an-Additional-Language Graduate Students in Electrical Engineering and Education
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| 90 |
A qualitative inquiry of five Muslim Canadian's perceptions of their experiences and reflections as Arabic second language learners
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The marginalization of Roma children & the importance of arts-based education to engage learning
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Exploring Conditions for Transformative Learning in Work-Integrated Education
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Decolonizing Pedagogy: Critical Consciousness and its impact on schooling for Black students
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Assessing young children's personal constructs of `nature' using a modified repertory grid test : a case study
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