Children learning in context
著者
書誌事項
Children learning in context
（Studies in educational ethnography, v. 1）
JAI Press, 1998
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注記
Includes bibliographical references
内容説明・目次
内容説明
The papers in this collection are bound together by their ethnographic focus on children learning within a range of contexts. They illustrate the rich and intricate patterns which can be revealed through ethnographic exploration of the diversity of forms and settings for children's learning. The title "Children Learning in Context" - rather than "Children's Learning in Context" - reflects the book's emphasis on the dynamic nature of learning and the learner as the primary agent who moves between different learning environments. An initial analytical, conceptual and programmatic chapter is followed by a series of chapters that give empirical examples that illustrate the utility of ethnography in studying the ways children learn. The first group focus on how young children learn in a variety of home, school and other settings, through interaction with playmates, siblings and other family members. The second group of chapters show the various ways in which older children learn about social conventions (most notably around sexuality) and are tempted to conform to some but resist others.
目次
Introduction (G. Walford, A. Massey). Children learning: ethnographers learning (A. Massey, G. Walford). Family literacy history and children's learning strategies at home and at school: perspectives from ethnography and ethnomethodology (E. Gregory, A. Williams). The significance of playmates in the acquisition of a second language: implications from a study of crosscultural adjustment (S. Long). Siblings as teachers: co-constructing activity settings in a Puerto Rican home (D. Volk). Becoming a proper pupil: bilingual children's experiences of starting school (M. Boyle, P. Woods). Fantasy football league: boys learning to "do boy" in a special (SEN) school classroom (S. Benjamin). Learning sex and doing gender: teenage magazines, gender enactments, and sexualities (M.J. Kehily). Learning the ropes: ethnographic accounts of within school transitions (G. Wallace et al.). Towards a "creative school": a case study from rural New South Wales (B. Cocklin).
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