教育作为向上流动的媒介:以查谟的厄运为例

Q3 Social Sciences Contemporary Education Dialogue Pub Date : 2021-04-19 DOI:10.1177/09731849211007054
A. Jasrotia, S. Srivastava
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引用次数: 0

摘要

目前的研究探索了印度查谟的厄运中前进的可能性的约束和空间的多方面和纠缠的结构,在那里通过教育作为一种手段向上流动的可能性已经被观察到。对8个案例进行了访谈和详细的案例分析。在学习过程中发展了四个重叠的超协调主题:(a)不同一代学习者的挑战,(b)缺乏不同形式的资本,(c)与自己和模仿他人的不认同,(d)混合和模仿一代的迅速发展。参与者在他们的生活中通过教育经历了变化和延续的过程。可以观察到,教育有助于改变其现有结构的形态。每个受访者都有一些独特的经历来分享,为他们的生活、挣扎和处境提供了重要的见解。结果表明,第一代学习者必须面对许多障碍。该研究得出结论,在某些情况下,教育能带来更好的结果。如果教育机构招收来自社会各个阶层的学生,低种姓儿童表现更好的机会就会更高。
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Education as the Medium of Upward Mobility: The Case of Dooms of Jammu
The current study explores the multifaceted and entwined structure of constraints and spaces of the possibilities of moving ahead among the Dooms of Jammu, India, where the possibilities of upward mobility through education as a means have been observed. Interviews and detailed case study were done with eight cases. Four overlapping super-ordinate themes developed during the course of study: (a) challenges of different generation learners, (b) lack of different forms of capital, (c) dis-identification from own and emulating others and (d) mushrooming of hybrid and mimic generation. The participants experienced the very process of change and continuity through education in their lives. It is observed that education helped in converting the morphology of their existing structure. Each of the interviewee has some exclusive experiences to share, offering significant insights into their lives, struggles and their conditions. The results indicate that the first-generation learners have to face many obstacles. The study concludes that education gives better results under certain circumstances. The chances of low caste children performing better are higher if the educational institutions run with mixed batches with students belonging to all the sections of the society.
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来源期刊
Contemporary Education Dialogue
Contemporary Education Dialogue Social Sciences-Education
CiteScore
2.20
自引率
0.00%
发文量
15
期刊介绍: Contemporary Education Dialogue serves as an independent open forum for researchers and practitioners to sustain a critical engagement with issues in education by engendering a reflective space that nurtures the discipline and promotes inter-disciplinary perspectives. The peer-reviewed journal allows for a refinement of theoretical and practical basis for improving the quality of education, furthering the opportunity to directly create reflective classroom practices. It invites contributions by academicians, policy-makers and practitioners on various topics related to education, particularly elementary education. Discussions and responses to published articles are also welcome.
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