Educating for Identity & Resistance: Situated Learning among the Old Order Mennonites.

Autor/in	Cowles, Spencer L.
Titel	Educating for Identity & Resistance: Situated Learning among the Old Order Mennonites.
Quelle	(2001), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Christianity; Context Effect; Educational Environment; Educational Philosophy; Elementary Education; Mixed Age Grouping; Nonformal Education; Religious Cultural Groups; Role of Education; Rural Schools; School Community Relationship; Small Schools + Suchen Sie Ihr Suchwort? Christentum; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsphilosophie; Erziehungsphilosophie; Elementarunterricht; Jahrgangsübergreifende Gruppe; Non-formal education; Non formal education; Nichtformale Bildung; Kirchliche Gruppe; Religionszugehörigkeit; Bildungsauftrag; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	An essential aspect of Old Order Mennonite identity is located in the historical-cultural understanding of who they are as one group of God's people. Schooling is an intentional means of reinforcing this understanding, and it is finely tuned to prepare children for the Old Order way of life. As such, it emphasizes basic academics, acquisition of responsibility, and respect for authority. The school serves a well-defined, largely egalitarian, and homogeneous constituency that has no need of sorting or credentialling in its schools to maintain its way of life. The mission of the school is both utilitarian and transparent, and, therefore, it can be a nurturing place; no one's future economic or social status will be determined by his or her performance there. Formal education in the school is only one form of education within a community of practice and is not viewed as the most critical. With respect to vocational preparation and community values, what is learned at home, in the workplace, and within the social relations of the community is viewed as most important. What is learned in the school has much to do with values, and these values are continuous with other forms of learning in the community so that the border between school and community life is a permeable one. By situating the process of formal schooling within the community of practice, the Old Order Mennonites ensure that education is continuous with practice. (TD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC