Teaching Lessons in Exclusion: Researchers' Assumptions and the Ideology of Normality

Autor/in	Benincasa, Luciana
Titel	Teaching Lessons in Exclusion: Researchers' Assumptions and the Ideology of Normality
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 25 (2012) 8, S.1087-1106 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2011.590159
Schlagwörter	Questionnaires; Discourse Analysis; Values; Ideology; Researchers; Student Attitudes; Cultural Pluralism; Social Isolation; Social Distance; Foreign Countries; Greece + Suchen Sie Ihr Suchwort? Fragebogen; Diskursanalyse; Wertbegriff; Ideologie; Researcher; Forscher; Schülerverhalten; Kulturpluralismus; Soziale Isolation; Ausland; Griechenland
Abstract	Filling in a research questionnaire means coming into contact with the researchers' assumptions. In this sense filling in a questionnaire may be described as a learning situation. In this paper I carry out discourse analysis of selected questionnaire items from a number of studies, in order to highlight underlying values and assumptions, and their ideological import. These studies all attempted to investigate attitudes that Greek pupils show towards fellow-pupils defined as "different". The survey questions are organized in terms of types of diversity, and the data is interpreted through the concept of exclusion and the ideology of normality. I argue that a number of items in the questionnaires embody assumptions likely to encourage attitudes and practices potentially leading to the marginalization of children defined as "different". Finally I suggest alternative approaches to researching pupils' attitudes and point out implications for research training. (Contains 7 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10