Social Class and the Egalitarian Ethos: Case Study from a Rural School Serving Amish Children

Autor/inn/en	Howley, Aimee; Howley, Craig
Titel	Social Class and the Egalitarian Ethos: Case Study from a Rural School Serving Amish Children
Quelle	(2007), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Rural Schools; Social Class; Religious Cultural Groups; Ideology; Educational Change; Case Studies; Equal Education; Social Values; Cultural Influences; Social Influences; Low Income Groups; Mathematics Instruction; School Culture; Poverty; School Role; Parent School Relationship; Student Participation; Student Motivation; Socioeconomic Status + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Social classes; Soziale Klasse; Kirchliche Gruppe; Religionszugehörigkeit; Ideologie; Bildungsreform; Case study; Fallstudie; Case Study; Sozialer Wert; Cultural influence; Kultureinfluss; Sozialer Einfluss; Mathematics lessons; Mathematikunterricht; Schulkultur; Schulleben; Armut; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulische Motivation; Socio-economic status; Sozioökonomischer Status
Abstract	This paper draws on data from a case study of a rural school located in an Amish community to offer a description of and then to theorize about the manifestation of egalitarianism in schools and communities. In particular, it explores two theoretical perspectives on egalitarianism, one primarily cultural in focus and the other primarily structural. The culturalist explanation would locate egalitarianism at the nexus of a community's values and norms of practice. Hofstede (2001), for example, contrasts individualist and collectivist cultures as well as cultures with greater and lesser tendencies to ascribe power differentials to different individuals and groups. In contrast, a structural view would focus on the way economic structures influence social relations, thereby creating practices embedding greater and lesser degrees of equality. In a sense, then, one explanation assumes that ideology broadly informs social and economic relations, whereas the other assumes that economic relations broadly inform social dynamics and the ideologies arising from them. (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10