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新西兰惠灵顿代写作业:学校社区

在学校社区内,家庭本身就是一个机构,它是制度化偏见和不平等产生和“规范”的主要因素。我们从研究人员那里得知,家庭在重现社会阶级和阶级不平等方面起着关键作用。家庭行为在孩子很小的时候就在不知不觉中形成习惯布迪厄(1974)解释了经验循环,即家庭习惯从根本上构建了在学校的经历,而学校作为不平等的保守力量。学校工作人员和家长,以及学生,都受到他们的家庭的影响,而他们在小学犯下并延续偏见和不平等。在这种压迫性的环境下,对小学)推荐的“积极的社会规范”的强化可能会排斥或进一步压制有性别认同问题的年轻同性恋女孩。

新西兰惠灵顿代写作业:学校社区

Within the school community, the family, itself an institution, is a prime agent in the generation and ‘norming’ of institutionalised prejudice and inequality. We know from researchers such as Crompton (2006) that the family plays a key role in reproducing social class and class inequalities. Family behaviour develops habitus within children unconsciously from a young age (Dumais, 2002). Bourdieu (1974) explains the experiential cycle whereby the family habitus fundamentally structures experiences in school, and the school acts as a conservative force for inequality. School staff and parents, as well as pupils, are all influenced by their families while they perpetrate, and perpetuate, prejudice and inequality in primary schools. In this oppressive environment, it is likely that the reinforcement of ‘positive social norms’ recommended for primary school PSHE (PSHE Association, 2014) will exclude or further repress young homosexual girls with gender identity issues.

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