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Roma identity and ritual in the classroom = the institutional embeddedness of ethnicity /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Roma identity and ritual in the classroom/ by Jana Obrovska.
Reminder of title:	the institutional embeddedness of ethnicity /
Author:	Obrovska, Jana.
Published:	Cham :Springer International Publishing : : 2018.,
Description:	xi, 199 p. :ill., digital ; : 24 cm.;
Contained By:	Springer eBooks
Subject:	Ethnicity. -
Online resource:	https://doi.org/10.1007/978-3-319-94514-9
ISBN:	9783319945149

Roma identity and ritual in the classroom = the institutional embeddedness of ethnicity /
Obrovska, Jana.

Roma identity and ritual in the classroomthe institutional embeddedness of ethnicity /[electronic resource] :by Jana Obrovska. - Cham :Springer International Publishing :2018. - xi, 199 p. :ill., digital ;24 cm.

Chapter 1. Roma Education in Post-socialist Classrooms: Between Segregation and Inclusion -- Chapter 2. Everyday Ethnicity and Ritual -- Chapter 3. The Methodological Aspects of Educational Ethnography in Ethnically Diverse Classrooms -- Chapter 4. The World of the Town and the School: The Institutional Embeddedness of Ethnicity -- Chapter 5. Ethnicity in Breaktime Interaction Rituals -- Chapter 6. Ethnicity in Classtime Rituals -- Chapter 7. The Future of Roma Education in the Czech Republic: From Homogenization to Diversification?

This book addresses the dynamics of interethnic relationships in ethnically mixed classrooms in the Czech Republic. The classroom is a space in which the boundaries and meanings of facets of identity such as ethnicity, class and gender are negotiated on a daily basis: using rich ethnographic data, the author grounds the analysis in a novel theoretical framework which uses the traditional concept of ritual to examine peer cultures. Highlighting the perspectives of the students themselves, their own peer cultures and the agency of the minority youth present in the classroom, the book reinforces the idea that the dynamics of peer culture can be the scene for successful peer inclusion strategies as well as a stage for the reproduction of inequalities. The author offers a rich array of data from post-socialist classrooms, which are almost invisible in the dominant debates surrounding ethnicity. This revelatory book will be of interest and value to students and scholars of social anthropology, the sociology of education and race and ethnicity in education, as well as practitioners working with minority youth.

ISBN: 9783319945149

Standard No.: 10.1007/978-3-319-94514-9doiSubjects--Topical Terms:

555402
Ethnicity.

LC Class. No.: GN495.6 / .O276 2018

Dewey Class. No.: 305.8

Roma identity and ritual in the classroom = the institutional embeddedness of ethnicity /
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245 1 0 $a Roma identity and ritual in the classroom $h [electronic resource] : $b the institutional embeddedness of ethnicity / $c by Jana Obrovska.
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505 0 $a Chapter 1. Roma Education in Post-socialist Classrooms: Between Segregation and Inclusion -- Chapter 2. Everyday Ethnicity and Ritual -- Chapter 3. The Methodological Aspects of Educational Ethnography in Ethnically Diverse Classrooms -- Chapter 4. The World of the Town and the School: The Institutional Embeddedness of Ethnicity -- Chapter 5. Ethnicity in Breaktime Interaction Rituals -- Chapter 6. Ethnicity in Classtime Rituals -- Chapter 7. The Future of Roma Education in the Czech Republic: From Homogenization to Diversification?
520 $a This book addresses the dynamics of interethnic relationships in ethnically mixed classrooms in the Czech Republic. The classroom is a space in which the boundaries and meanings of facets of identity such as ethnicity, class and gender are negotiated on a daily basis: using rich ethnographic data, the author grounds the analysis in a novel theoretical framework which uses the traditional concept of ritual to examine peer cultures. Highlighting the perspectives of the students themselves, their own peer cultures and the agency of the minority youth present in the classroom, the book reinforces the idea that the dynamics of peer culture can be the scene for successful peer inclusion strategies as well as a stage for the reproduction of inequalities. The author offers a rich array of data from post-socialist classrooms, which are almost invisible in the dominant debates surrounding ethnicity. This revelatory book will be of interest and value to students and scholars of social anthropology, the sociology of education and race and ethnicity in education, as well as practitioners working with minority youth.
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