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Categorization in the classroom: a comparison of teachers' and students' use of ethnic categories

机译:课堂分类:教师和学生使用民族类别的比较

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This paper builds on an analysis of ethnographic fieldwork data and classroom interaction to examine the use and interpretation of ethnic categories among teachers and students of a secondary school class in the city of Venlo, the Netherlands. Students with a migration background, who were born in the Netherlands, often labeled themselves Turk (Turk), Marokkaan ('Moroccan'), and buitenlander ('foreigner'), and referred to others as Nederlander ('Dutch'). Students used these categories in locally specific ways, for example, to engage in the management of everyday social relations and to construct social hierarchies. Teachers, none of whom had a migration background, appeared to interpret students' labeling practices as related to issues with integration and belonging. They problematized and sometimes rejected students' categorization, while at the same time, they also displayed orientation to a categorization system that differentiated between students with and without a migration background. Using tools from membership categorization analysis, the paper examines how these divergent category interpretations surfaced and evokes the effects this may have on students and their relationships with teachers.
机译:本文建立了对民族概况数据和课堂互动的分析,审查荷兰市中中学课程的教师和学生中的民族类别的使用和解释。曾经在荷兰出生的学生们,经常标志着自己土耳其人(土耳其人),Marokkaan('摩洛哥'),以及Buitenlander('外国人'),并将其们称为Nederlander('荷兰语')。学生以当地特定的方式使用这些类别,例如,从事日常社会关系管理并建造社会等级的管理。教师,其中没有人有过迁移背景,似乎将学生的标签实践解释为与集成和归属有关的问题。它们有问题且有时拒绝学生分类,而同时也会显示对具有和没有迁移背景的学生之间的分类系统的方向。使用工具来自会员分类分析,该论文研究了这些不同类别的解释如何浮出水面和唤起这可能对学生的影响以及与教师的关系。

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