Advertisement

Ethnicity in Classtime Rituals

  • Jana Obrovská
Chapter

Abstract

This chapter concentrates on rituals of instruction that display the respect or contempt of teachers toward the students, used to affirm the desirable identity of a “good” student and confront those who do not achieve it. Obrovská focuses on instructional rituals permeated by the ethos of work that are directed at failing Roma boys in the context of classroom 8.A and deduces that even if unintentionally, these rituals deepen the distance of Roma boys from school and provoke rituals of resistance. Based on the analysis of teachers’ talk, the chapter depicts the ethnicization of maturity of Roma students. Roma students are ostensibly premature not because they are older (as an effect of postponed and interrupted school enrollment), but because of the “other” Roma way of maturing.

References

  1. Archer, L., Hollingsworth, S., & Halsall, A. (2007). ‘University’s not for me: I’m a Nike person’: Urban, working-class young people’s negotiations of ‘style’, identity and educational engagement. Sociology, 41(2), 219–237.  https://doi.org/10.1177/0038038507074798CrossRefGoogle Scholar
  2. Bernstein, B., Elvin, H. L., & Peters, R. S. (1966). Ritual in education. Philosophical Transactions of the Royal Society of London, 251(772), 429–436.  https://doi.org/10.1098/rstb.1966.0029CrossRefGoogle Scholar
  3. Collins, R. (2004). Interaction ritual chains. Princeton, NJ: Princeton University Press.CrossRefGoogle Scholar
  4. Connolly, P. (2002). Racism, gender identities and young children. Social relations in multi-ethnic, inner-city primary classroom. London: Routledge.CrossRefGoogle Scholar
  5. D’Amato, J. (1996). Resistance and compliance in minority classrooms. In E. Jacob & C. Jordan (Eds.), Minority education. Anthropological perspectives (pp. 181–207). Norwood: Alex Publishing Corporation.Google Scholar
  6. GAC spol. s r.o. (2009). Vzdělanostní dráhy a vzdělanostní šance romských žákyň a žáků základních škol v okolí vyloučených romských lokalit. Praha: Gabal Analysis & Consulting.Google Scholar
  7. Gillborn, D. A. (1990). ‘Race’ ethnicity and education. Teaching and learning in multi-ethnic schools. London: Routledge.CrossRefGoogle Scholar
  8. Goffman, E. (1981). Forms of talk. Philadelphia: University of Pennsylvania Press.Google Scholar
  9. Goffman, E. (1991). Asylums. Essays on the social situation of mental patients and other inmates. London: Penguin Books.Google Scholar
  10. Havlík, R., & Koťa, J. (2002). Sociologie výchovy a školy. Praha: Portál.Google Scholar
  11. Huff, C., & Raggl, A. (2014, September). Children’s peer cultural relations in age—Mixed classes—A comparative approach to complexities, complicity and contradictions. In Oxford Ethnography and Education Conference, Symposium, Oxford.Google Scholar
  12. Jarkovská, L. (2013). Gender před tabulí. Etnografický výzkum genderové reprodukce v každodennosti školní třídy. Praha: SLON.Google Scholar
  13. Kaščák, O. (2010). Škola ako rituálny priestor. Trnava: VEDA.Google Scholar
  14. McFarland, D. A. (2004). Resistance as a social drama: A study of change-oriented encounters. American Journal of Sociology, 109(6), 1249–1318.  https://doi.org/10.1086/381913CrossRefGoogle Scholar
  15. McLaren, P. (1999). Schooling as a ritual performance. Toward a political economy of educational symbols and gestures. Lanham, MD: Rowman & Littlefield.Google Scholar
  16. Nayak, A., & Kehily, M. J. (1996). Playing it straight: Masculinities, homophobias and schooling. Journal of Gender Studies, 5(2), 211–230.  https://doi.org/10.1080/09589236.1996.9960644CrossRefGoogle Scholar
  17. Nedbálková, K. (2012). Tak daleko, tak blízko. Dělnická třída v České republice. Sociální studia, 9(3), 85–100. Retrieved May 7, 2018, from http://socstudia.fss.muni.cz/sites/default/files/Tak_daleko_tak_blizko_Katerina_Nedbalkova.pdf
  18. O’Connor, C., Lewis, A., & Mueller, J. (2007). Researching ‘black’ educational experiences and outcomes: Theoretical and methodological considerations. Educational Researcher, 36(9), 541–552.  https://doi.org/10.3102/0013189X07312661CrossRefGoogle Scholar
  19. Pollard, A. (2008). Reflective teaching: Evidence-informed professional practice. London: Continuum.Google Scholar
  20. Sewell, T. (1997). Black masculinities and schooling. How black boys survive modern schooling. Oakhill: Trentham Books.Google Scholar
  21. Slezáková, K. (2015). What am I and what am I not… Intra-sections of class, ethnicity and gender. In K. Nedbálková & K. Sidiropulu Janků (Eds.), Doing research, making science: The memory of Roma workers (pp. 117–139). Brno: Centrum pro studium demokracie a kultury.Google Scholar
  22. Turner, V. (2004). Průběh rituálu. Brno: Computer Press.Google Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Jana Obrovská
    • 1
  1. 1.Faculty of EducationMasaryk UniversityBrnoCzech Republic

Personalised recommendations