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Education in the halls : students' perspectives on cultural expression and resistance

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dc.contributor.author Boyd, Greg. en_US
dc.date.accessioned 2009-07-09T17:34:48Z
dc.date.available 2009-07-09T17:34:48Z
dc.date.issued 1995-07-09T17:34:48Z
dc.identifier.uri http://hdl.handle.net/10464/1833
dc.description.abstract This 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.iso eng en_US
dc.publisher Brock University en_US
dc.subject High school students--Psychology. en_US
dc.subject High school students--Social life and customs. en_US
dc.subject Culture diffusion. en_US
dc.title Education in the halls : students' perspectives on cultural expression and resistance en_US
dc.type Electronic Thesis or Dissertation en_US
dc.degree.name Master of Education en_US
dc.degree.level Masters en_US
dc.contributor.department Department of Graduate and Undergraduate Studies in Education en_US
dc.degree.discipline Faculty of Education en_US


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