Belonging to "Chinatown": A Study of Asian Boarders in a West Australian Private Boarding School

Autor/in	Yeo, Wee Loon
Titel	Belonging to "Chinatown": A Study of Asian Boarders in a West Australian Private Boarding School
Quelle	In: International Studies in Sociology of Education, 20 (2010) 1, S.55-66 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
Schlagwörter	Public Schools; Boarding Schools; Ethnography; Foreign Countries; Asians; Single Sex Schools; Males; Student Experience; Phenomenology; Student Attitudes; Interviews; Student Characteristics; Group Experience; Educational Sociology; Australia + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Boarding school; Internat; Ethnografie; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Male; Männliches Geschlecht; Studienerfahrung; Phenomenological psychology; Phänomenologie; Psychologie; Schülerverhalten; Interviewing; Interviewtechnik; Bildungssoziologie; Erziehungssoziologie; Australien
Abstract	The invaluable use of ethnography in researching educational settings has been demonstrated through many studies and furthered by many passionate researchers. One of such leading lights is Geoffrey Walford. In this paper, Walford's discussion of groups in two public schools, as depicted in his book "Life in public schools", serves as a basis for my investigation of the "lived experiences" of Southeast Asian boarders in St Andrew's School, a private all boy's boarding school in Perth, Western Australia. This article introduces this group of boarders and examines their perceptions that maintained their group identity in the boarding house environment. Interviews conducted with the boarders are drawn into this inquiry, underlining their views that group identity is important to living in a boarding school. (Contains 2 notes and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10