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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|
|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|
|Appears in Collections:||Ph.D.|
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