Smartness as a Cultural Practice in Schools
Smartness as a Cultural Practice in Schools
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聪明作为学校的文化实践
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
B. Hatt
中科院分区：
文献类型：
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作者：
B. Hatt
这项研究探讨了聪明作为一种文化结构，而不是一种生物能力。聪明的文化建设有广泛的后果，教师的期望，学生的学术身份的发展，和学校教育的不公平。本研究基于一个幼儿园一年的民族志研究，作者首先对智力的概念进行历史化，然后运用图形世界的理论框架来研究聪明。通过教师的纪律和教学实践，学生们不仅被教导和学习他们自己是否聪明，而且还被教导和学习如何根据聪明来构建其他学生身份。分析表明，聪明被用作一种控制机制和社会定位的沿着种族和阶级线。相关的教育实践和政策的影响进行了讨论。
This study explores smartness as a cultural construct rather than a biological capacity. The cultural construction of smartness has broad consequences related to teacher expectations, student academic identity development, and schooling inequities. This study is based on a 1-year ethnography in a kindergarten classroom, and the author investigates smartness by first historicizing the concept of intelligence and then using the theoretical framework of figured worlds. Through the teachers’ disciplinary and pedagogical practices, students were taught and learned not just whether they were smart themselves, but how other student identities were constructed according to smartness as well. Analysis suggests smartness was used as a mechanism of control and social positioning along racial and class lines. Implications are discussed related to schooling practices and policy.