Seeing classes: toward a broadened research agenda for critical qualitative researchers
Seeing classes: toward a broadened research agenda for critical qualitative researchers
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观看课程：为关键的定性研究人员提供更广泛的研究议程
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发表时间：
2004
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通讯作者：
J. A. Galen
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文献类型：
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作者：
J. A. Galen
本文提出了一项在美国公立学校突出社会阶层的研究议程。作者认为，在有关学校教育的学术话语中，社会阶层的相对隐蔽性至少在三个方面限制了研究的价值：(1)中产阶级学者代表穷人发言的倾向，以及对阶级和学校教育的工人阶级限制分析；(2)对教师工作的阶级和性别限制没有充分的理论化，同时教师的工作被引用为更深层次的社会和结构性不平等的代理；(3)研究人员拒绝‘研究’嵌入学校工作的权力结构，限制了我们对学校教育和经济之间关系的理解。研究表明，研究人员的工作将对学校改革做出更深层次的贡献，因为他们承认学术规范是如何维持自己的中产阶级特权的。
This paper proposes a research agenda that foregrounds social class in US public schooling. The author suggests that the relative invisibility of social class in academic discourse on schooling limits the value of research in at least three ways: (1) middle‐class academics’ propensity to speak on behalf of the poor and working class limits analysis of class and schooling; (2) the class and gender constraints on the work of teachers has been inadequately theorized, while simultaneously the work of teachers ha been invoked as proxy for deeper social and structural inequalities; and (3) researchers have declined to ‘study up’ power structures within which the work of schools is embedded, limiting our understanding of relationships between schooling and the economy. It is suggested that researchers’ work will make deeper contributions to the reform of schools to the extent that they acknowledge how norms of scholarship sustain their own middle‐class privilege.