東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Enduring reputations: The durable st...

Stich, Amy Elizabeth.

FindBook

Google Book

Amazon

博客來

Enduring reputations: The durable structure of class, knowledge, and status in higher education.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Enduring reputations: The durable structure of class, knowledge, and status in higher education./
作者:	Stich, Amy Elizabeth.
面頁冊數:	278 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3981.
Contained By:	Dissertation Abstracts International71-11A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3423531
ISBN:	9781124245492

Enduring reputations: The durable structure of class, knowledge, and status in higher education.
Stich, Amy Elizabeth.

Enduring reputations: The durable structure of class, knowledge, and status in higher education. - 278 p.

Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3981.

Thesis (Ph.D.)--State University of New York at Buffalo, 2010.

More than a decade ago, art historian Carol Duncan (1993) questioned the legitimacy of the democratization of an "elite" liberal arts education, challenging assumptions held by educators, administrators, and scholars that "the democratization of an elite liberal arts education is possible." This study is a direct extension of Professor Duncan's inquiry---an empirical reply to her question left longing for response during times of increasing educational stratification and inequality. This research, then, born from Duncan's line of inquiry, seeks to understand the shape and form of elite knowledge, as well as the perceptions of these forms, after it leaves its more private/elite origins and filters through the process of democratization to be transmitted through public institutions for public consumption. Following one year of data collected through 33 interviews, observations, and the gathering and analysis of documents, my analysis reveals the beginning of a rather complicated answer to Carol Duncan's original question concerning the democratization of elite knowledge. As will be discusses herein, McKinley College's democratized position within the larger system of higher education and its working-class reputation translates into a damaging discursive practice, and a corresponding hierarchy of classed knowledge provides insight into the mechanisms through which order is maintained within the hierarchical structure of higher education.

ISBN: 9781124245492Subjects--Topical Terms:

626654
Education, Sociology of.

Enduring reputations: The durable structure of class, knowledge, and status in higher education.
LDR:02529nam 2200313 4500 001 1403988
005 20111116122856.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124245492
035 $a (UMI)AAI3423531
035 $a AAI3423531
040 $a UMI $c UMI
100 1 $a Stich, Amy Elizabeth. $3 1683283
245 1 0 $a Enduring reputations: The durable structure of class, knowledge, and status in higher education.
300 $a 278 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3981.
500 $a Adviser: Greg Dimitriadis.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 2010.
520 $a More than a decade ago, art historian Carol Duncan (1993) questioned the legitimacy of the democratization of an "elite" liberal arts education, challenging assumptions held by educators, administrators, and scholars that "the democratization of an elite liberal arts education is possible." This study is a direct extension of Professor Duncan's inquiry---an empirical reply to her question left longing for response during times of increasing educational stratification and inequality. This research, then, born from Duncan's line of inquiry, seeks to understand the shape and form of elite knowledge, as well as the perceptions of these forms, after it leaves its more private/elite origins and filters through the process of democratization to be transmitted through public institutions for public consumption. Following one year of data collected through 33 interviews, observations, and the gathering and analysis of documents, my analysis reveals the beginning of a rather complicated answer to Carol Duncan's original question concerning the democratization of elite knowledge. As will be discusses herein, McKinley College's democratized position within the larger system of higher education and its working-class reputation translates into a damaging discursive practice, and a corresponding hierarchy of classed knowledge provides insight into the mechanisms through which order is maintained within the hierarchical structure of higher education.
590 $a School code: 0656.
650 4 $a Education, Sociology of. $3 626654
650 4 $a Education, Higher. $3 543175
690 $a 0340
690 $a 0745
710 2 $a State University of New York at Buffalo. $b Education, Leadership & Policy. $3 1020298
773 0 $t Dissertation Abstracts International $g 71-11A.
790 1 0 $a Dimitriadis, Greg, $e advisor
790 1 0 $a Weis, Lois $e committee member
790 1 0 $a Colyar, Julia $e committee member
790 1 0 $a Farrell, Michael $e committee member
790 $a 0656
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3423531