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Interrogating the new normal: an ethnography of a special school

质疑新常态：特殊学校的民族志

基本信息

批准号：
2311281
负责人：
金额：
--
依托单位：
London School of Economics and Political Science
依托单位国家：
英国
项目类别：
Studentship
财政年份：
2019
资助国家：
英国
起止时间：
2019 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=studentship-2311281
关键词：
Interrogating new normal ethnography special

项目摘要

My central research question is: What is normal for students in a special school? Within this enquiry, I want to ask three inter-related sub questions:1. What are the strategies of governmentality that a special school employs and how are they embodied by staff and students? 2. What role does the current emphasis on productivity in UK education play in the special school and how does this interact with ideas of race and class?3. Do the children, staff and families at a special school offer alternatives to the dominant ideas of intelligence, learning and selfhood in UK education today? Little research focuses on critically evaluating and unpacking the idea of the normal student in a special school. This proposal starts from an anthropological framework that situates normality within the shifting everyday exchanges between how we see ourselves and how we see others. In doing so, I want to examine the idea of the normal student that theories of governmentality and productivity offer when applied to UK education today, to acknowledge their reach but also think about their constraints. Special schools are an urgent context for these questions. Because of their institutional reputation as sites of exclusion and their students' reputation as a particularly vulnerable group, they occupy an under-explored and marginalised space in the UK educational sector. Yet, as the failure of repeated calls for them to be closed shows, they remain a critical part of education systems around the world.

我的中心研究问题是：对于特殊学校的学生来说什么是正常的？在这个询问中，我想问三个相互关联的子问题：1。特殊学校采用哪些治理策略？教职员工和学生如何体现这些策略？ 2. 当前英国教育中对生产力的强调在特殊学校中发挥什么作用？这与种族和阶级观念如何相互作用？3.特殊学校的孩子、教职员工和家庭是否为当今英国教育中智力、学习和自我的主流观念提供了替代方案？很少有研究侧重于批判性地评估和解读特殊学校普通学生的想法。这一提议始于一个人类学框架，该框架将常态置于我们如何看待自己和如何看待他人之间不断变化的日常交流中。在此过程中，我想研究治理和生产力理论应用于当今英国教育时所提供的普通学生的想法，承认它们的影响力，但也思考它们的局限性。特殊学校是这些问题的紧迫背景。由于它们作为排斥场所的机构声誉以及学生作为特别弱势群体的声誉，它们在英国教育领域占据了一个未被充分开发和边缘化的空间。然而，正如多次呼吁关闭它们的失败所表明的那样，它们仍然是世界各地教育系统的重要组成部分。