Ambiguous Legacy : Instituting Student Diversity at a Spanish Secondary School
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Ambiguous Legacy : Instituting Student Diversity at a Spanish Secondary SchoolAuthor(s)
Date
2005-05Citation
Teasley, C. (2005). Ambiguous Legacy: Instituting Student Diversity at a Spanish Secondary School. Cultural Studies ↔ Critical Methodologies, 5(2), 206-229. https://doi.org/10.1177/1532708605274943
Abstract
[Abstract] Critical ethnographic inquiry guides this examination of the ways in which a group of experienced teachers at an urban secondary school in Spain have responded to a series of new regulations of their practice in the context of markedly increased student diversity at the school. The analysis centers on the ideological stances represented and produced through the educators’ discourse and actions and on the implications for the education of the school’s Roma/Gypsy students as members of possibly the most disenfranchised ethnic group of Spain. The article concludes with the exploration of some alternative means, especially through action research, for producing professional commitments that are more conducive to socially just and culturally responsive educational processes.
Keywords
Ideology
Teacher agency
Gypsies/Roma
Social justice
Action research
Nonsynchrony
Cultural alterity
Teacher agency
Gypsies/Roma
Social justice
Action research
Nonsynchrony
Cultural alterity
Editor version
Rights
© 2005 Sage Publications
ISSN
1532-7086