An Australian Co-Educational Boarding School: A Sociological Study of Anglo-Australian and Overseas Students' Attitudes from Their Own Memoirs

Autor/in	White, Mathew A.
Titel	An Australian Co-Educational Boarding School: A Sociological Study of Anglo-Australian and Overseas Students' Attitudes from Their Own Memoirs
Quelle	In: International Education Journal, 5 (2004) 1, S.65-78 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1475
Schlagwörter	Social Systems; Student Attitudes; Boarding Schools; Cultural Pluralism; Social Values; Aspiration; Humanism; Educational Sociology; Questionnaires; Phenomenology; Coeducation; Student Experience; Educational Attitudes; Institutional Characteristics; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Social system; Soziales System; Schülerverhalten; Boarding school; Internat; Kulturpluralismus; Sozialer Wert; Streben; Humanismus; Bildungssoziologie; Erziehungssoziologie; Fragebogen; Phenomenological psychology; Phänomenologie; Psychologie; Koedukation; Studienerfahrung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Ausland; Australien
Abstract	Subjugated to the anachronistic rhetoric of nineteenth century literature, Australian boarding schools are habitually depicted as the remanence of a pre-colonial era. These images continue to be dominated by the paradigm of cruelty popularised by Tom Brown's School Days. This paper analyses the aspirations and attitudes of a study group of Anglo-Australian and overseas secondary students at a co-educational boarding school through their own memoirs. The theoretical framework of humanistic sociology, as developed by the Polish-American sociologist Znaniecki combined with Smolicz's theory of personal and group social systems was adopted for this purpose. The humanistic sociological approach asserts that a researcher must accept cultural phenomena from the viewpoint of the participants. The lineation and delineations of data revealed that respondents believed the boarding houses in the research school encouraged independence from the primary group system of the family and that the school provided the atmosphere to achieve this cultural becoming. The study revealed an attitudinal shift in the group that welcomed the multiculturalism of the school and acknowledged the cultural monism of the home. Lastly, cultural data revealed that the boarding house represented an adjunct to the home as the source of primary group social value, not necessarily replacing the role of the family but co-existing with it, as part of the secondary social system of the boarding school. (Contains 3 tables.) (As Provided).
Anmerkungen	Shannon Research Press. Available from: Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: http://www.iejcomparative.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10