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A different kind of student: The soc...

Butin, Dan Wernaa.

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A different kind of student: The social construction of the self at two private schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A different kind of student: The social construction of the self at two private schools./
作者:	Butin, Dan Wernaa.
面頁冊數:	264 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-10, Section: A, page: 3341.
Contained By:	Dissertation Abstracts International62-10A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3030695
ISBN:	0493430105

A different kind of student: The social construction of the self at two private schools.
Butin, Dan Wernaa.

A different kind of student: The social construction of the self at two private schools. - 264 p.

Source: Dissertation Abstracts International, Volume: 62-10, Section: A, page: 3341.

Thesis (Ph.D.)--University of Virginia, 2002.

Educational practices within the vast majority of American schools are beholden to the “worry about success and failure” (Varenne and McDermott, 1999). School structures and classroom practices promote a competitive individualism that in turn constructs notions of the self as autonomous, bounded, and comparable; intelligence is conceived as stratified, general and stable.

ISBN: 0493430105Subjects--Topical Terms:

626654
Education, Sociology of.

A different kind of student: The social construction of the self at two private schools.
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245 1 0 $a A different kind of student: The social construction of the self at two private schools.
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500 $a Source: Dissertation Abstracts International, Volume: 62-10, Section: A, page: 3341.
500 $a Adviser: Eric Bredo.
502 $a Thesis (Ph.D.)--University of Virginia, 2002.
520 $a Educational practices within the vast majority of American schools are beholden to the “worry about success and failure” (Varenne and McDermott, 1999). School structures and classroom practices promote a competitive individualism that in turn constructs notions of the self as autonomous, bounded, and comparable; intelligence is conceived as stratified, general and stable.
520 $a This has problematic consequences. Schooling is conceptualized as a zero-sum game where some must fail in order for others to succeed. Success, moreover, is narrowly conceived to fit a unitary notion of intelligence. The focus on the individual as the locus of activity denies the contextual nature of learning and the construction of the self, thus essentializing the individual, limiting students' potential to overcome detrimental labeling, and constraining the development of teacher practices and school policies that support alternative modes of being and becoming.
520 $a This dissertation provides an analysis of two private schools that do not exhibit or support the characteristics of competitive individualism. One is a school for gifted students; the other is a Waldorf school. Through an analysis of the structural features and cultural practices at each school, this dissertation shows how teaching and learning may be reconceptualized away from the limited and limiting paradigm of success/failure. This dissertation suggests that both schools are constructive of alternative types of selves; they construct a different kind of student.
520 $a The self at each school is understood as situational, interdependent, and non-comparable. Individuals are presumed to be successful and school structures and classroom practices are reflective of such cultural conceptions. The worry about success and failure is minimized while the importance and concern about the adequate growth of the individual becomes central. Learning and development, in other words, rather than success become paramount. This dissertation explores the implications of such a perspective, namely the opportunity to reconfigure schooling to allow all students access to positive academic achievement.
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