Description
Book SynopsisEthnographic methodology can be used to identify how educational policy is formulated and implemented through a process of enculturation. The object of these papers is to show how such a task can be carried out and to reveal the benefits it can yield.
Table of ContentsThe politics, policy and ideology of school mathematics; Educational 'success' and the standards agenda: hierarchical discourses in action; ICT education policy: cultural lessons from families; What can qualitative research contribute to emerging evidence on basic skills provision for offenders on probation supervision?; Discovering the 'coaching self' through ethnography: coach as a committed volunteer; Performativity and primary teacher relations; Making it their own: patterns of reading and writing in a newly-literate Papua New Guinean community; POG game practices, learning and ideology. Local markets and identity work; Dealing with multilingualism in a Dutch primary school. An ethnographic study of the practice of teaching spelling to first and second language learners; Linguistic space: an ethnographic study of gender in a Canadian ESL classroom; Navigating the politics of identity: the struggle for cultural preservation in an ESOL classroom.
