That's Another Story: An Alternative to the "Official" Way the Urban School Story Is Told

Autor/inn/en	Harridge, Sarah; Stokoe, Sarah; Tan, Jon E. C.
Titel	That's Another Story: An Alternative to the "Official" Way the Urban School Story Is Told
Quelle	In: Urban Review: Issues and Ideas in Public Education, 46 (2014) 5, S.904-918 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-014-0310-9
Schlagwörter	Foreign Countries; Urban Schools; Elementary Schools; Resistance (Psychology); Holistic Approach; Minority Group Students; Case Studies; Teacher Researchers; Immigration; Poverty; Disadvantaged; Barriers; Educational Environment; Decision Making; Accountability; Curriculum; Instruction; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Grundschule; Volksschule; Resistenz; Holistischer Ansatz; Case study; Fallstudie; Case Study; Lehrerforschung; Armut; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Decision-making; Entscheidungsfindung; Verantwortung; Curricula; Lehrplan; Rahmenplan; Teaching process; Unterrichtsprozess
Abstract	This article, co-authored by two research-active teachers with the support of their academic partner, reports on the resistance of an urban primary school in a northern city of England to the label "disadvantaged school" and various judgements that refuse to take into account its holistic work with students and families from different and diverse minority ethnic backgrounds. The article will argue that there are flaws in the ways the school's story is officially told where it does not acknowledge what is being done to address students' experiences of immigration, poverty and deprivation, and the cultural barriers they often negotiate in coming to school. As a driver for change, practitioner research foregrounds the authenticity of school and classroom contexts and puts them under scrutiny as a means of informing strategic decisions. Utilising a case study design, this paper pulls together a range of data evidence to construct its narrative and tell the school's story, working in collaboration with its university academic partner. In doing so, it contributes to our understanding of practitioner research within challenging urban school settings, under pressure from centralised conceptualisations of achievement gaps and school performance. It puts many of these ideas under scrutiny and asks fundamental questions about curriculum, pedagogy and accountability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10