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Lives of distinction: Ideology, spa...

Gaztambide-Fernandez, Ruben A.

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Lives of distinction: Ideology, space, and ritual in processes of identification at an elite boarding school.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Lives of distinction: Ideology, space, and ritual in processes of identification at an elite boarding school./
作者:	Gaztambide-Fernandez, Ruben A.
面頁冊數:	384 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2109.
Contained By:	Dissertation Abstracts International67-06A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3221594
ISBN:	9780542743511

Lives of distinction: Ideology, space, and ritual in processes of identification at an elite boarding school.
Gaztambide-Fernandez, Ruben A.

Lives of distinction: Ideology, space, and ritual in processes of identification at an elite boarding school. - 384 p.

Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2109.

Thesis (Ed.D.)--Harvard University, 2006.

This dissertation addresses the processes involved in the production of elite identifications at an elite boarding school and the role that ideology, space, and ritual play in such processes. Elite boarding schools are a minimal yet important part of the U.S. education system. Largely understudied, these institutions remain outside the gaze of researchers and are rarely considered in debates about schooling. While sociologists assume that these schools play a role in the reproduction of the elite, little is known about the experiences of students in this particular kind of "total institution." This two-year ethnography employed various data collection strategies, including participant observation, interviews, focus groups, document review, and a student survey. Throughout, the researcher's own identifications played a key role in the interactions that form the basis of this work. Engaging participants in analyzing their own experience was essential for understanding how they made sense of their experiences and understood what it means to be students at this elite school.

ISBN: 9780542743511Subjects--Topical Terms:

626654
Education, Sociology of.

Lives of distinction: Ideology, space, and ritual in processes of identification at an elite boarding school.
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500 $a Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2109.
500 $a Adviser: Sara Lawrence-Lightfoot.
502 $a Thesis (Ed.D.)--Harvard University, 2006.
520 $a This dissertation addresses the processes involved in the production of elite identifications at an elite boarding school and the role that ideology, space, and ritual play in such processes. Elite boarding schools are a minimal yet important part of the U.S. education system. Largely understudied, these institutions remain outside the gaze of researchers and are rarely considered in debates about schooling. While sociologists assume that these schools play a role in the reproduction of the elite, little is known about the experiences of students in this particular kind of "total institution." This two-year ethnography employed various data collection strategies, including participant observation, interviews, focus groups, document review, and a student survey. Throughout, the researcher's own identifications played a key role in the interactions that form the basis of this work. Engaging participants in analyzing their own experience was essential for understanding how they made sense of their experiences and understood what it means to be students at this elite school.
520 $a The process of identifying as students of an elite school is grounded in a discursive formation called here the "discourse of distinction." This discourse allows students to identify as deserving members of an elite school; enables students to disregard their privilege; and unequally distributes the range of positions different students can assume within this elite discursive space. Through the ideologies of meritocracy and exceptionalism, the discourse enables students to convince themselves that they deserve the privileges of their status. The discourse organizes the landscape in which students negotiate social relations and produces a status hierarchy through which students rehearse their future relations within an elite class. Elite identifications are "thickened" (Holland & Lave, 2001; Wortham, 2004) through rituals of intimacy that close group boundaries and which students recognize as sources of bonding. Students describe their experiences in relation to three spheres: the sphere of work, the social sphere, and the sphere of intimacy. Within each sphere, race, class, and gender figure prominently as social categories that influence the experiences of all students and shape their particular elite identifications.
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