Ambiguous Legacy
Instituting Student Diversity at a Spanish Secondary School
Bibliographic Data
| ID | 2408166 |
|---|---|
| Authors | Cathryn Teasley (0000-0001-7238-4769) |
| Year | 2005 |
| Volume | 5 |
| Issue | 2 |
| Pages | 206-229 |
| Publication date | 2005-05-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Culture Studies ↔ Critical Methodologies (JOURNAL) |
| Journal identifiers | ISSN: 1532-7086 • E-ISSN: 1552-356X |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/1532708605274943 |
| OpenAlex | W2021563305 |
| Language | EN |
| Citations received | 2 |
| References cited | 9 |
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
Action (physics · Context (archaeology · Cultural diversity · Diversity (politics · Ethnic group · Ethnography · Geography · Ideology · Pedagogy · Political science · Sociology · Anthropology · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Romani and Gypsy Studies · Gender Studies · Law
| Citations per year | 0.12 |
|---|---|
| Citation span | 2009 - 2017 (9) |
| Highly cited | No |