穆斯林学生择校情境的交叉研究

Q3 Social Sciences Contemporary Education Dialogue Pub Date : 2023-07-01 DOI:10.1177/09731849231187706
S. Amatullah, S. Dixit
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引用次数: 1

摘要

到目前为止,对学校选择集的研究(从一组可用的学校中选择一所学校的决定)主要将家长视为关键参与者。除此之外,这篇文章强调,孩子是重要的参与者,因为他们为父母共同做出某些选择提供信息。这篇文章强调了在印度班加罗尔公立和私立学校上学的穆斯林儿童如何与家人互动,从而产生学校选择,同时解释了他们在宗教、阶级和性别交叉点上的边缘化。通过对190名儿童的21次焦点小组讨论和对56名儿童、14名教师和3名家长的深入访谈,从4个学校地点收集了数据,并使用跨部门框架进行了分析。我们的研究结果表明,社会阶层的异质性、学校中不同程度的宗教歧视/排斥、通过教育保护信仰的必要性以及这些因素之间的复杂重叠等因素对形成选择至关重要。
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Situatedness of School Choice among Muslim Students: An Intersectional Approach
So far research on school choice sets (decision about choosing a school from an available set of schools) has primarily regarded parents as key actors. Moving beyond, this article emphasises that children are important actors as they inform parental decisions to co-produce certain choice sets. This article foregrounds how school-going Muslim children’s experiences interact with their families to produce school choices across public and private schools in Bangalore, India, while accounting for their marginalisation at the intersections of religion, class and gender. Data were collected from 4 school sites using 21 focus group discussions with 190 children and in-depth interviews with 56 children, 14 teachers and 3 parents and analysed using an intersectional framework. Our findings suggest that factors like heterogeneities in social class, differential levels of religious discrimination/exclusion in schools and a need to protect their faith through education and the complex overlap between these were crucial in shaping choices.
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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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