“我没能努力工作”:德里穆斯林男子中学辍学的原因

Q3 Social Sciences Contemporary Education Dialogue Pub Date : 2020-01-01 DOI:10.1177/0973184919882795
Aashti Salman
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引用次数: 2

摘要

本文旨在了解导致印度穆斯林中学(九至十二年级)辍学的原因和经历。这篇文章的重点是低收入的穆斯林男子,他们在德里Jamia Nagar一个以穆斯林为主的社区中学毕业。这篇文章的背景是由萨查尔委员会的开创性报告确定的,该报告强调了穆斯林的教育劣势,将他们的辍学率归类为“令人担忧”。这篇文章的发现与之前的研究部分一致。最后,Jamia Nagar的穆斯林男子将他们的离校与他们的个人失败联系在一起:他们无法保持对学习的兴趣/未能取得成绩。人们对努力工作有着强烈的重视,而男人们觉得自己缺乏这种重视,这被认为是他们个人在学校失败的原因。在构建这种叙事的过程中,家庭经历被淡化了。男性认为学校经历不会影响他们辍学的决定。这项研究的另一个惊人发现是自营职业与辍学决定之间的关系。
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‘I Failed to Work Hard’: Reasons for Secondary School Dropout among Muslim Men in Delhi
This article aims to understand the reasons and experiences which contribute to dropout among Muslims in India at the secondary school level (grades IX–XII). The focus of this article is low-income Muslim men, who have left school at the secondary level, in a predominantly Muslim neighbourhood of Jamia Nagar, Delhi. The context of this article is set by the seminal Sachar Committee Report which highlights the educational disadvantages of Muslims, categorising their school dropout rates as ‘worrisome’. The findings of this article are partially consistent with previous research. In the final instance, the Muslim men in Jamia Nagar linked their school leaving to their personal failure: in terms of their inability to maintain interest in studies/failing to clear a grade. There was a strong value attached to hard work, which men felt they lacked, and this was cited as the reason for their personal failure in school. In the process of constructing this narrative, family experiences were downplayed. School experiences were singled out by men as not affecting their decision to drop out. Another striking finding of this study is the relationship between self-employment and the decision to drop out.
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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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