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dc.contributor.authorBoyd, Greg.en_US
dc.date.accessioned2009-07-09T17:34:48Z
dc.date.available2009-07-09T17:34:48Z
dc.date.issued1995-07-09T17:34:48Z
dc.identifier.urihttp://hdl.handle.net/10464/1833
dc.description.abstractThis research is a qualitative study of cultural reproduction and resistance from students' perspectives. Thirteen teenagers (eight in attendance in regular high schools and five drop-outs) were recruited to take part and were involved to varying degrees through interviews, journal writing, and group interactive sessions. A purposive sampling design was used initially to recruit individuals known to the researcher through contacts in an alternate education setting. Other participants were recruited throughout the research phase. The theoretical aspects are premised on the work of Paul Willis, Michel Foucault, and Pierre Bourdieu. The reflexive praxeology of Bourdieu reflects the position taken as one way of understanding how students construct and respond to the situations of cultural dominance they experience in schools. The same reflexivity is offered for suggestions as to how teachers can respond to their own position in the education system.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectHigh school students--Psychology.en_US
dc.subjectHigh school students--Social life and customs.en_US
dc.subjectCulture diffusion.en_US
dc.titleEducation in the halls : students' perspectives on cultural expression and resistanceen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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