Education and identity in rural France : the politics of schooling
Author(s)
Bibliographic Information
Education and identity in rural France : the politics of schooling
（Cambridge studies in social and cultural anthropology, 98）
Cambridge University Press, 2004
- : pbk
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Note
"First paperback edition 2004" -- T.p. verso
1st published 1996
Includes bibliographical references (p. 222-232) and index
Description and Table of Contents
Description
Drawing on an ethnographic study of a remote farming community in the Auvergne, Dr Reed-Danahay challenges conventional views about the operation of the French school system. She demonstrates how parents and children subvert and resist the ideological messages of the teachers, and describes the ways in which a sense of local difference is sustained and valued, through a complex interplay of schooling and family life. This book explores the role played by history, identity, and power in local responses to a national institution. A significant contribution to the anthropology of education, this book offers fresh insights into the ways in which French culture is transmitted to the coming generation. Dr Reed-Danahay also provides lucid and critical discussions of sociological theories on education, including those of Bourdieu.
Table of Contents
- l. Introduction: journey to Lavialle
- 2. Theoretical orientations: schooling, families, and power
- 3. Cultural identity and social practice
- 4.Les notres: families and farms
- 5. From child to adult
- 6. Schooling the Laviallois: historical perspectives
- 7. Families and schooling
- 8. The politics of schooling
- 9. Everyday life at school
- l0. Conclusions: persistence, resistance, and co-existence
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