Educational Jeopardy and Its Impact on Inclusive Education: A Critical Ethnographic Account from a Remote Ethiopian High School

Autor/in	Hussein, Jeylan Wolyie
Titel	Educational Jeopardy and Its Impact on Inclusive Education: A Critical Ethnographic Account from a Remote Ethiopian High School
Quelle	In: Journal of Negro Education, 77 (2008) 2, S.104-116 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Student Teachers; Inclusive Schools; Ethnography; Learning Processes; Foreign Countries; High School Students; Teaching Methods; Observation; Educational History; Teacher Attitudes; Administrator Attitudes; Student Attitudes; Learner Engagement; Rural Areas; Ethiopia + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Inclusive school; Integrative Schule; Ethnografie; Learning process; Lernprozess; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; History of education; Bildungsgeschichte; Lehrerverhalten; Schülerverhalten; Rural area; Ländlicher Raum; Äthiopien
Abstract	This article reported accounts of educational jeopardy in ABC Secondary School (pseudonym) in eastern Ethiopia. The data were collected through school and classroom observations and from the reflections of schoolteachers, school administrators, school pupils, and University student teachers. The critical ethnographic research approach used in this study revealed that there was real student disengagement during the learning process. The article pointed out the historical base of blaming students for disengagement in the educational processes in the classroom and their other untenable behaviors. The article argued that stating students are unwilling or unmotivated to learn was one aspect of explaining problems as caused mainly due to the deficiencies of the victim and seeking solutions in changing the victim rather than addressing the core cause of the problem. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10