Pub Date : 2022-08-06DOI: 10.1080/17457823.2022.2108329
Katherine Gajardo Espinoza, Luis Torrego-Egido
ABSTRACT This article studies the dialogues, agreements, and actions in defence of a fairer and more inclusive school, carried out during ethnographic research in a Spanish rural school between 2019 and 2021, the period in which an ethnographer accompanied the professional work of the school principal, also the tutor of a class group. The research is carried out from a critical approach and uses participant observation, informal interview and document analysis. During the research process, we observed and participated in the development of three major patterns for social justice and the construction of a democratic and inclusive school in the case studied: the strengthening of the opening of the school doors; the promotion of horizontality in leadership relations in the school, and the promotion of collaborative educational strategies in the classroom.
{"title":"Dialogues, actions and discourses of a rural head teacher and an ethnographer in search of a fairer and more inclusive school","authors":"Katherine Gajardo Espinoza, Luis Torrego-Egido","doi":"10.1080/17457823.2022.2108329","DOIUrl":"https://doi.org/10.1080/17457823.2022.2108329","url":null,"abstract":"ABSTRACT This article studies the dialogues, agreements, and actions in defence of a fairer and more inclusive school, carried out during ethnographic research in a Spanish rural school between 2019 and 2021, the period in which an ethnographer accompanied the professional work of the school principal, also the tutor of a class group. The research is carried out from a critical approach and uses participant observation, informal interview and document analysis. During the research process, we observed and participated in the development of three major patterns for social justice and the construction of a democratic and inclusive school in the case studied: the strengthening of the opening of the school doors; the promotion of horizontality in leadership relations in the school, and the promotion of collaborative educational strategies in the classroom.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"18 1","pages":"75 - 93"},"PeriodicalIF":0.5,"publicationDate":"2022-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47038815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-23DOI: 10.1080/17457823.2022.2103838
L. Rayón, Ana María de las Heras, Elena Bañares
ABSTRACT The present paper highlights that social inequality in some rural regions can substantially and harshly affect school coexistence. The present study is carried out in a Spanish rural school, and it aimed to understand which factors affected coexistence and generated situations of exclusion. Participant observation and the different voices in contrast – students and teachers – reveal how the environment has generated a situation of exclusion in some families who have recently settled in the village. Furthermore, the unfair socioeconomic situation of the outsiders, legitimated at school by a punitive model of coexistence, turns teachers and students into approving actors of structural violence resulting in the rejection and isolation of some students. Together with the value of ethnography, these results are discussed to transform the teachers’ beliefs and perceptions about coexistence.
{"title":"Social inequality as exclusion in a rural school","authors":"L. Rayón, Ana María de las Heras, Elena Bañares","doi":"10.1080/17457823.2022.2103838","DOIUrl":"https://doi.org/10.1080/17457823.2022.2103838","url":null,"abstract":"ABSTRACT The present paper highlights that social inequality in some rural regions can substantially and harshly affect school coexistence. The present study is carried out in a Spanish rural school, and it aimed to understand which factors affected coexistence and generated situations of exclusion. Participant observation and the different voices in contrast – students and teachers – reveal how the environment has generated a situation of exclusion in some families who have recently settled in the village. Furthermore, the unfair socioeconomic situation of the outsiders, legitimated at school by a punitive model of coexistence, turns teachers and students into approving actors of structural violence resulting in the rejection and isolation of some students. Together with the value of ethnography, these results are discussed to transform the teachers’ beliefs and perceptions about coexistence.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"18 1","pages":"57 - 74"},"PeriodicalIF":0.5,"publicationDate":"2022-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43966093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-05DOI: 10.1080/17457823.2022.2095218
S. A. Amentie, E. Öhrn, Temesgen Fereja
ABSTRACT This article reports on an ethnographic study to understand the practices of sexuality education (SE) in relation to what young girls want to learn in a primary school Ethiopia. This is done by means of school observations, FGD with female students and interviews with SE teachers. The study shows the observed SE focuses mainly on issues of HIV/AIDS and abstinence, which left the interviewed girl’s questions unanswered. The latter were concerned with learning about sexual practices and consequences, and bodily functions. The findings also show girls demand more inward-looking SE that addresses and could solve within-school issues. The findings suggest that SE should bring educational needs of students to the fore, instead of dramatising. Our results also shed new light on the critical approaches – despite their focus on abstinence – also advocate gender-equality and discuss body-changes in a radical manner, appearing to challenge unquestioned traditions and the general gender-order.
{"title":"What sexuality education teaches and what young girls want to learn: voices from an Ethiopian primary school","authors":"S. A. Amentie, E. Öhrn, Temesgen Fereja","doi":"10.1080/17457823.2022.2095218","DOIUrl":"https://doi.org/10.1080/17457823.2022.2095218","url":null,"abstract":"ABSTRACT This article reports on an ethnographic study to understand the practices of sexuality education (SE) in relation to what young girls want to learn in a primary school Ethiopia. This is done by means of school observations, FGD with female students and interviews with SE teachers. The study shows the observed SE focuses mainly on issues of HIV/AIDS and abstinence, which left the interviewed girl’s questions unanswered. The latter were concerned with learning about sexual practices and consequences, and bodily functions. The findings also show girls demand more inward-looking SE that addresses and could solve within-school issues. The findings suggest that SE should bring educational needs of students to the fore, instead of dramatising. Our results also shed new light on the critical approaches – despite their focus on abstinence – also advocate gender-equality and discuss body-changes in a radical manner, appearing to challenge unquestioned traditions and the general gender-order.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"17 1","pages":"389 - 404"},"PeriodicalIF":0.5,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43117384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-23DOI: 10.1080/17457823.2022.2089534
S. Kosunen, Annukka Niemi, Linda Maria Laaksonen
ABSTRACT In this article, we discuss how class and migrant background intersect when students discuss their studies in general upper secondary education and their aspirations in university admission. We focus on the discussed social inequalities in student admission to one of the elite fields, medicine, in eight ethnographic interviews with students and fieldnotes concerning observations in two general upper secondary schools during an academic year. Admission to university-level medical education locally in Finland was constructed ‘impossible for me’ due to its high competitiveness. The symbolic violence in the self-perception and the misrecognition of capital in relation to interviewees’ multilingual background did not function as mobilisable capital in the national admission process. Admission becomes a platform for misrecognition of cultural and economic capital and for educational exclusion of working-class young people from migrant backgrounds from the medical profession. This happens on the surface in public and private education and health care even in a tuition-fee-free education system.
{"title":"Class, migrant background and misrecognition of capital in the university admission","authors":"S. Kosunen, Annukka Niemi, Linda Maria Laaksonen","doi":"10.1080/17457823.2022.2089534","DOIUrl":"https://doi.org/10.1080/17457823.2022.2089534","url":null,"abstract":"ABSTRACT In this article, we discuss how class and migrant background intersect when students discuss their studies in general upper secondary education and their aspirations in university admission. We focus on the discussed social inequalities in student admission to one of the elite fields, medicine, in eight ethnographic interviews with students and fieldnotes concerning observations in two general upper secondary schools during an academic year. Admission to university-level medical education locally in Finland was constructed ‘impossible for me’ due to its high competitiveness. The symbolic violence in the self-perception and the misrecognition of capital in relation to interviewees’ multilingual background did not function as mobilisable capital in the national admission process. Admission becomes a platform for misrecognition of cultural and economic capital and for educational exclusion of working-class young people from migrant backgrounds from the medical profession. This happens on the surface in public and private education and health care even in a tuition-fee-free education system.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"17 1","pages":"368 - 388"},"PeriodicalIF":0.5,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48314072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-20DOI: 10.1080/17457823.2022.2085053
Yujun Xu
ABSTRACT This paper presents an ethnography study that explores the formulation of interculturality from the unique experiences of sail trainees who were bound by space and time during a sailing voyage across the North Sea. The author immersed herself as a mentor-researcher into a 107-year-old tall ship’s expedition, sailing across 1000 nautical miles. Empirical data were collected and analysed, ranging from interviews, observations, fieldnotes, to the participants’ diaries and logbooks. The study reveals that situated in a confined space largely shaped by the unpredictable conditions at sea, both the researcher and the participants confront challenges due to various factors, driving them out of their comfort zones and prompting them to co-create fluid communicative approaches in the sailing ethnography. Given the uniqueness of the research site, this study provides methodological insights for intercultural or adventure ethnographic research design.
{"title":"Intercultural sailing ethnography: methodological challenges and reflexivity across the North Sea","authors":"Yujun Xu","doi":"10.1080/17457823.2022.2085053","DOIUrl":"https://doi.org/10.1080/17457823.2022.2085053","url":null,"abstract":"ABSTRACT This paper presents an ethnography study that explores the formulation of interculturality from the unique experiences of sail trainees who were bound by space and time during a sailing voyage across the North Sea. The author immersed herself as a mentor-researcher into a 107-year-old tall ship’s expedition, sailing across 1000 nautical miles. Empirical data were collected and analysed, ranging from interviews, observations, fieldnotes, to the participants’ diaries and logbooks. The study reveals that situated in a confined space largely shaped by the unpredictable conditions at sea, both the researcher and the participants confront challenges due to various factors, driving them out of their comfort zones and prompting them to co-create fluid communicative approaches in the sailing ethnography. Given the uniqueness of the research site, this study provides methodological insights for intercultural or adventure ethnographic research design.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"17 1","pages":"348 - 367"},"PeriodicalIF":0.5,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45158578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-06DOI: 10.1080/17457823.2022.2075709
P. Froerer, N. Ansell, R. Huijsmans
ABSTRACT In this editorial introduction to the Special Theme, Sacrifice, Suffering and Hope: Education, Aspiration and Young People’s Affective Orientations to the Future, we discuss the key theoretical themes (aspiration, sacrifice and affect) that underpin the papers in this collection. With geographical focus on India, Indonesia, Kenya and Bangladesh, our aim is to contribute a more ethnographically-grounded understanding of the affective orientations that emerge or become visible in the context of young people’s educational experiences, and that shape and give meaning to processes of aspiration formation.
{"title":"Sacrifice, suffering and hope: education, aspiration and young people’s affective orientations to the future","authors":"P. Froerer, N. Ansell, R. Huijsmans","doi":"10.1080/17457823.2022.2075709","DOIUrl":"https://doi.org/10.1080/17457823.2022.2075709","url":null,"abstract":"ABSTRACT In this editorial introduction to the Special Theme, Sacrifice, Suffering and Hope: Education, Aspiration and Young People’s Affective Orientations to the Future, we discuss the key theoretical themes (aspiration, sacrifice and affect) that underpin the papers in this collection. With geographical focus on India, Indonesia, Kenya and Bangladesh, our aim is to contribute a more ethnographically-grounded understanding of the affective orientations that emerge or become visible in the context of young people’s educational experiences, and that shape and give meaning to processes of aspiration formation.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"17 1","pages":"179 - 185"},"PeriodicalIF":0.5,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42509266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-10DOI: 10.1080/17457823.2022.2072690
Christine Finnan
ABSTRACT The 22,500 Indigenous students attending an Indian boarding school sacrifice living with family to essentially grow up in an institutional setting, in part to receive free education but also because they believe in the school’s promise of a bright future. In this context, students’ affective expressions and experiences are moulded by an all-enveloping institutional environment. The article relies on two concepts, ‘institutions of hope’ and ‘total institutions’ to examine the institutional context in which students shape their aspirations and weigh the balance of sacrifice and opportunity. Ethnographic data were collected through on campus observation, visits to students’ villages, and interviews with former and current students, parents, teachers, administrators, and visitors. Additionally, institutional messaging on social media and the school’s website was analysed. The data paint a picture of how, within this institutional context, sacrifice is justified in pursuit of aspirations, and hope for a better future through education is internalised.
{"title":"Affective experiences and expressions in institutional context: the case of a boarding school for Indigenous students in India","authors":"Christine Finnan","doi":"10.1080/17457823.2022.2072690","DOIUrl":"https://doi.org/10.1080/17457823.2022.2072690","url":null,"abstract":"ABSTRACT The 22,500 Indigenous students attending an Indian boarding school sacrifice living with family to essentially grow up in an institutional setting, in part to receive free education but also because they believe in the school’s promise of a bright future. In this context, students’ affective expressions and experiences are moulded by an all-enveloping institutional environment. The article relies on two concepts, ‘institutions of hope’ and ‘total institutions’ to examine the institutional context in which students shape their aspirations and weigh the balance of sacrifice and opportunity. Ethnographic data were collected through on campus observation, visits to students’ villages, and interviews with former and current students, parents, teachers, administrators, and visitors. Additionally, institutional messaging on social media and the school’s website was analysed. The data paint a picture of how, within this institutional context, sacrifice is justified in pursuit of aspirations, and hope for a better future through education is internalised.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"17 1","pages":"186 - 205"},"PeriodicalIF":0.5,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48423886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-10DOI: 10.1080/17457823.2022.2071590
W. Minza, Safura Intan Herlusia
ABSTRACT This study aims to understand trust and affect that are developed during young people’s educational migration from West Kalimantan to Yogyakarta, Indonesia. It further questions to what extent trust encourages migration and young migrants’ adaptation at the place of destination. In-depth interview and participant observation are utilised for gathering ethnographic data. Nine young people, between 19- and 26-years-old, were repeatedly interviewed for 20 months. This study found that young people’s education-related aspirations which later feed into their migratory experiences are motivated by relational affect of shared hope, and relational trust towards social networks. Hope can fluctuate, but its continuous nature often succeeds in maintaining educational aspirations and overcoming difficulties during the migratory process. Hope in others’ goodwill and intentions is the foundation of affect-based trust that is particularly grounded in supportive relationships. Together, relational affect and relational trust encourage young people to move and survive the challenges at the place of destination.
{"title":"Affect and trust in educational migration of young people from provincial towns in Indonesia","authors":"W. Minza, Safura Intan Herlusia","doi":"10.1080/17457823.2022.2071590","DOIUrl":"https://doi.org/10.1080/17457823.2022.2071590","url":null,"abstract":"ABSTRACT This study aims to understand trust and affect that are developed during young people’s educational migration from West Kalimantan to Yogyakarta, Indonesia. It further questions to what extent trust encourages migration and young migrants’ adaptation at the place of destination. In-depth interview and participant observation are utilised for gathering ethnographic data. Nine young people, between 19- and 26-years-old, were repeatedly interviewed for 20 months. This study found that young people’s education-related aspirations which later feed into their migratory experiences are motivated by relational affect of shared hope, and relational trust towards social networks. Hope can fluctuate, but its continuous nature often succeeds in maintaining educational aspirations and overcoming difficulties during the migratory process. Hope in others’ goodwill and intentions is the foundation of affect-based trust that is particularly grounded in supportive relationships. Together, relational affect and relational trust encourage young people to move and survive the challenges at the place of destination.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"17 1","pages":"206 - 223"},"PeriodicalIF":0.5,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44729671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-10DOI: 10.1080/17457823.2022.2071591
Elizabeth Ngutuku
ABSTRACT This paper draws on ethnographic data to explore children’s aspirations through education within the context of poverty and vulnerability in Siaya Kenya. Since several children reported eating onge (nothing) for breakfast, they hoped that education would enable them to eat and enjoy a good future. I demonstrate that aspirations as orientations towards desired futures have affective dimensions [Huijsmans, Ansell, and Froerer. 2021. “Introduction: Development, Young People, and the Social Production of Aspirations.” The European Journal of Development Research 33: 1–15]. Consequently, in drawing from Deleuze [1988. Spinoza: Practical Philosophy. San Francisco, CA: City Lights] that affect is a capacity to affect and to be affected, I argue that children’s aspirations in Siaya are an assemblage of personal, relational and non-human factors of poverty, orphanhood, HIV/AIDS and other forms of marginalisation. This assemblage fuels a desire for alternative futures, and/or modifies their aspirations in complex ways. While children’s desired futures might look impossible, their aspirations are also affective becomings [Salazar. 2017. “Speculative Fabulation: Researching Worlds to Come in Antarctica.” In Anthropologies and Futures: Researching Emerging and Uncertain Worlds, edited by Juan Salazar, Sarah Pink, Andrew Irving, and Johannes Sjöberg, 158. London: Bloomsbury], and schooling and education are sites for alternative futures, in Siaya’s continuing present.
{"title":"Education as future breakfast: children’s aspirations within the context of poverty in Siaya Kenya","authors":"Elizabeth Ngutuku","doi":"10.1080/17457823.2022.2071591","DOIUrl":"https://doi.org/10.1080/17457823.2022.2071591","url":null,"abstract":"ABSTRACT This paper draws on ethnographic data to explore children’s aspirations through education within the context of poverty and vulnerability in Siaya Kenya. Since several children reported eating onge (nothing) for breakfast, they hoped that education would enable them to eat and enjoy a good future. I demonstrate that aspirations as orientations towards desired futures have affective dimensions [Huijsmans, Ansell, and Froerer. 2021. “Introduction: Development, Young People, and the Social Production of Aspirations.” The European Journal of Development Research 33: 1–15]. Consequently, in drawing from Deleuze [1988. Spinoza: Practical Philosophy. San Francisco, CA: City Lights] that affect is a capacity to affect and to be affected, I argue that children’s aspirations in Siaya are an assemblage of personal, relational and non-human factors of poverty, orphanhood, HIV/AIDS and other forms of marginalisation. This assemblage fuels a desire for alternative futures, and/or modifies their aspirations in complex ways. While children’s desired futures might look impossible, their aspirations are also affective becomings [Salazar. 2017. “Speculative Fabulation: Researching Worlds to Come in Antarctica.” In Anthropologies and Futures: Researching Emerging and Uncertain Worlds, edited by Juan Salazar, Sarah Pink, Andrew Irving, and Johannes Sjöberg, 158. London: Bloomsbury], and schooling and education are sites for alternative futures, in Siaya’s continuing present.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"17 1","pages":"224 - 240"},"PeriodicalIF":0.5,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47268697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-20DOI: 10.1080/17457823.2022.2062573
Jiniya Afroze
ABSTRACT This article explores how young people navigate their aspiration to education and work within precariousness in a camp in Bangladesh. Drawing on ethnographic research conducted at an Urdu-speaking Bihari camp in Dhaka, Bangladesh, the findings presented in this paper illustrate how gender and generational expectations play mediating roles in young people’s aspiration formation. The discussions present that the relationship between aspiration construction and affective orientations for young people is more complex than often imagined. The findings shed light on the importance of having a more nuanced and relational understanding of young people’s affective expressions and experiences that navigate their aspiration formation and shape experiences of sacrifice, suffering, seclusion, and hope.
{"title":"To be respectable, to be good – aspirations of young people in the context of everyday precariousness in Bangladesh","authors":"Jiniya Afroze","doi":"10.1080/17457823.2022.2062573","DOIUrl":"https://doi.org/10.1080/17457823.2022.2062573","url":null,"abstract":"ABSTRACT This article explores how young people navigate their aspiration to education and work within precariousness in a camp in Bangladesh. Drawing on ethnographic research conducted at an Urdu-speaking Bihari camp in Dhaka, Bangladesh, the findings presented in this paper illustrate how gender and generational expectations play mediating roles in young people’s aspiration formation. The discussions present that the relationship between aspiration construction and affective orientations for young people is more complex than often imagined. The findings shed light on the importance of having a more nuanced and relational understanding of young people’s affective expressions and experiences that navigate their aspiration formation and shape experiences of sacrifice, suffering, seclusion, and hope.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"17 1","pages":"241 - 258"},"PeriodicalIF":0.5,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46373118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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