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Disposed to Learn: Schooling, Ethnicity and the Scholarly Habitus de Dr Megan Watkins

Disposed to Learn: Schooling, Ethnicity and the Scholarly Habitus

Autor Dr Megan Watkins, Dr Greg Noble
en Limba Engleză Paperback – 19 iun 2013
Disposed to Learn explores the relationship between ethnicity and dispositions towards learning, with a focus on primary school students of Chinese, Pasifika and Anglo Australian backgrounds. The authors challenge the tendency towards the essentializing of ethnicity within multiculturalism to argue for a more nuanced understanding of the relationship between culture and academic performance. Drawing on the work of Bourdieu, they examine how home and school practices produce particular attributes that are embodied as dispositions towards learning - the scholarly habitus. These home and school practices entail different modes of discipline which help or hinder student engagement. The book underlies the need for a better understanding of cultural diversity in schooling to address issues of educational inclusion.
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Specificații

ISBN-13: 9781441177117
ISBN-10: 1441177116
Pagini: 176
Dimensiuni: 156 x 234 x 15 mm
Greutate: 0.27 kg
Ediția:New.
Editura: Bloomsbury Publishing
Colecția Bloomsbury Academic
Locul publicării:London, United Kingdom

Caracteristici

Critically reviews academic debates surrounding the relationship between ethnicity and education.

Notă biografică

Megan Watkins is Senior Lecturer in the School of Education and member of the Institute for Culture and Society at the University of Western Sydney, Australia.Greg Noble is Associate Professor at the Institute for Culture and Society, University of Western Sydney, Australia.

Cuprins

Acknowledgments Introduction 1. The Ethnicization of Educational Achievement 2. Surveying Culture and Educational Capital 3. Disposed to Learning 4. Home, Routine and Dispositions to Learning 5. Ethnicity and Schemas of Perception 6. Schools, Pedagogy and Discipline Conclusion Notes ReferencesIndex

Recenzii

The relationship between ethnicity, class and educational achievement continues to confound scholars. In its lived form, it has the potential to divide communities. This book is a timely engagement with this 'hot' topic. It is accessible and provides insights based on research that are considered through a robust theoretical framework. This book is a 'must read', particularly for those directly engaged with the teaching profession.
Watkins and Noble offer a richly theorised and empirically grounded account of the dynamics of learner differences. They show how different 'dispositions to learn' affect learner outcomes. Central to their account is the construct 'scholarly habitus'. They frame this as a multifaceted alternative to the over-simplifications of cognitivism and cultural pathologisation that frequently afflict educational research and practice. This book represents a significant advance in the field of cultural studies in education.
Disposed to Learn disseminates valuable results from a complex and lengthy study in which the research design and the scope of work provide depth and breadth to the enduring problem in education, equitable educational opportunities across diverse groups of learners [.]Watkins and Noble provide a rigorous empirical and theoretical study worthy of consideration.