Suchergebnisse

The aim of the study is to uncover the interactional patterns between "micropolitics" and "education quality" in two rural schools of Karnataka. The patterns thus obtained are used to critique existing policies relating to "quality frameworks" for rural schools as envisaged in The Right to Education Act of 2009 through Sarva Shiksha Abhiyan. This ethnographical exploration used micro political perspective on schools as descriptive and analytical lens to understand the manifestation of quality parameters at the village level. Study through the analysis of "quality" and "micro political" interactional pattern signals at the stabilisation of "systemic inefficiency equilibrium" of rural schooling system which has been strategically crafted through existing educational bureaucracy, caste hierarchies and brahminical value systems. Strategies related to enhancing the quality seems to be conceived in a vacuum, disconnected, unreal to the underprivileged, disadvantaged communities in rural educational settings. Thus, the paper brings out the inadequacies in quality frameworks of Right to Education Act in ensuring effective participation to positively influence the long-term growth of the children in rural society.

Linguistic anthropological theories and methods have enriched our understanding of education. Almost all education is mediated by language, and linguistic anthropologists use both precise linguistic analyses and powerful anthropological theories to describe how educational language use establishes important social relations. Because educational institutions influence processes of concern to anthropologists—including the production of differentially valued identities, the circulation and transformation of cultural models, and nation states' establishment of official peoples—linguistic anthropological research on education also contributes to cultural and linguistic anthropology more generally. This article defines linguistic anthropology through its focus on language form, use, ideology, and domain, and it reviews linguistic anthropological research that focuses on these four aspects of educational language use.

Globalization, economic restructuring, and urban education -- Chicago school reform and its political, economic, and cultural context -- Accountability, social differentiation, and racialized social control -- "Like a hammer just knocking them down": regulating African American schools -- The policies and politics of cultural assimilation coauthored with Eric Gutstein -- "It's us versus the Board -- the enemy": race, class, and the power to oppose -- Beyond accountability: toward schools that create new people for a new way of life -- Methodological appendix.

This article examines the factors that influence the development of educational policies and practices designed to ameliorate the achievement gap in relatively affluent school districts. To provide a context for understanding the issues surrounding efforts to promote educational equity, the article begins by describing initiatives undertaken by schools in the recently established Minority Student Achievement Network (MSAN). The remainder of the article draws on research collected from a 4-year study carried out at Berkeley High School (BHS) to illustrate how racial disparities in academic outcomes are influenced by the structure of opportunity within schools and how efforts to address inequities often become politicized. The goal is to use the case of BHS to show how political factors complicate efforts to reduce racial disparities in student achievement and to make it clear why political strategies, rather than educational strategies alone, are needed to respond to the racial achievement gap.

In the middle of the academic year, it may be a good idea to review some of the changes and trends taking place in higher education across the United States. This list is by no means exhaustive but does offer some insights on the pace of change in higher education.