Literaturnachweis - Detailanzeige
Autor/in | Hussein, Jeylan Wolyie |
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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 |
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 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 |