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  • Teachers and the emotional dimensions of class in resource‐affected rural Australia

    Author(s)
    Pini, Barbara
    Price, Robin
    McDonald, Paula
    Griffith University Author(s)
    Pini, Barbara M.
    Year published
    2010
    Metadata
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    Abstract
    In recent years, a 'cultural turn' in the study of class has resulted in a rich body of work detailing the ways in which class advantage and disadvantage are emotionally inscribed and embodied in educational settings. To date, however, much of this literature has focused on the urban sphere. In order to address this gap in the literature, this paper focuses on the affective evaluations made by teachers employed in rural and remote Australian schools of students' families, bodies, expectations and practices. The central argument is that moral ascriptions of class by the teachers are powerfully shaped by dominant socio-cultural ...
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    In recent years, a 'cultural turn' in the study of class has resulted in a rich body of work detailing the ways in which class advantage and disadvantage are emotionally inscribed and embodied in educational settings. To date, however, much of this literature has focused on the urban sphere. In order to address this gap in the literature, this paper focuses on the affective evaluations made by teachers employed in rural and remote Australian schools of students' families, bodies, expectations and practices. The central argument is that moral ascriptions of class by the teachers are powerfully shaped by dominant socio-cultural constructions of rurality that equate 'the rural' with agriculture.
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    Journal Title
    British Journal of Sociology of Education
    Volume
    31
    Issue
    1
    DOI
    https://doi.org/10.1080/01425690903385345
    Subject
    Specialist Studies in Education not elsewhere classified
    Specialist Studies in Education
    Other Education
    Sociology
    Publication URI
    http://hdl.handle.net/10072/61622
    Collection
    • Journal articles

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