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Title: Socialisation for Learning:An Ethnographic Study of Children in an Indian District in Home and School Environments
Authors: Duggan, Chawla Rita
Issue Date: 2002
Publisher: University of Bristol
Abstract: This ethnographic study, based in Gurgaon within the state of Haryana in India, examines how social practices in family life, within friendships with other children and through relationships with teachers influence children's approaches to learning in school contexts. Data was collected upon 8 children from contrasting socio-economic backgrounds who attended two schools, which were involved in development projects aiming to improve the 'quality' of education. Data collection methods involved participant observation, interviewing, diaries, videos and photographs. The conceptual framework used the concept of socialisation and concepts of social capital, mediation and identity to explain the process of socialisation for learning. The analysis is presented in the form of a holistic study of the individual children's perspectives of school learning and how it relates to their family experiences and in turn their perceptions of pupil identity. The research reveals that the process of socialisation for learning involves relationships that children form through collective activities and cultural routines. The main findings of the study are that: mathematics is a key concern for the children in their approaches to learning; children's identities as learners are both contextually and culturally specific; relationships within the family are the most important form of 'social capital' which influences children's approaches to learning; and, the two major sources of challenge in the school environment are relationships with other children and relationships at school. The study concludes by arguing that a recognition of children's interests and children's role in home school relationships and peer relationships can be used if policy makers wish to increase peer and family involvement in primary education. In this respect, it calls for an acknowledgement of 'social capital' in micro-policy planning. Curriculum knowledge, experiences and social relationships will provide a model with a more coherent basis for the development of 'quality' in primary education
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01_title.pdf26.71 kBAdobe PDFView/Open
02_abstract.pdf35.88 kBAdobe PDFView/Open
03_dedication.pdf22.13 kBAdobe PDFView/Open
04_acknowledgements.pdf40.88 kBAdobe PDFView/Open
05_author declaration.pdf18.61 kBAdobe PDFView/Open
06_contents.pdf334.69 kBAdobe PDFView/Open
07_list of tables.pdf48.55 kBAdobe PDFView/Open
08_list of figures.pdf26.75 kBAdobe PDFView/Open
09_list of photograph.pdf27.5 kBAdobe PDFView/Open
10_glossary.pdf27.25 kBAdobe PDFView/Open
11_introduction.pdf267.38 kBAdobe PDFView/Open
12_chapter 1.pdf763.9 kBAdobe PDFView/Open
13_chapter 2.pdf645.86 kBAdobe PDFView/Open
14_chapter 3.pdf611.27 kBAdobe PDFView/Open
15_chapter 4.pdf1.53 MBAdobe PDFView/Open
16_chapter 5.pdf1.17 MBAdobe PDFView/Open
17_chapter 6.pdf1.85 MBAdobe PDFView/Open
18_chapter 7.pdf1 MBAdobe PDFView/Open
19_chapter 8.pdf824.04 kBAdobe PDFView/Open
20_chapter 9.pdf582.53 kBAdobe PDFView/Open
21_chapter 10.pdf1.97 MBAdobe PDFView/Open
22_chapter 11.pdf875.93 kBAdobe PDFView/Open
23_bibliography.pdf355.36 kBAdobe PDFView/Open
24_appndices.pdf2.41 MBAdobe PDFView/Open

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