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This thesis examines the contribution of ‘ethnic’ background to the school experiences of educationally and socially disadvantaged students in the senior years of high school (n=927). To investigate the role both of ethnic identification and its interplay with institutional factors, a comparative analysis of secondary student experiences in two national settings was undertaken. The case of Turkish-background students in Australia and France suggests that the influences of ethnic identity are thoroughly transformed from one setting to the other by distinctive pedagogical structures. Streaming and severe academic judgement in France lower academic self-esteem, while creating resentment and social distance between students and teachers. By contrast, the deferral of selection and judgement in Australia allows, temporarily, for a more convivial classroom atmosphere, but fails just as surely to successfully navigate students through the curriculum and achieve academic success. The accommodations of both systems to students in ‘peripheral’ locations constitute logics of marginal integration which enable and legitimise ‘exclusion from within’. Student efforts to make meaning of school life through peer cultures which share many similarities across institutional and national boundaries emerge as what I have called strategies of marginal integration. Ethnic-minority students appear to be particularly susceptible to those logics and strategies, which reinforce their position within the system as marginal. This study therefore identifies the difficulties facing both systems as emerging from common overarching structural qualities. / (French version) Cette thèse examine, au niveau lycée, la contribution de l’origine ethnique aux expériences scolaires d’élèves désavantagés (N=927). Elle a pour objectif d’étudier les rapports entre inégalité sociale, expérience scolaire, et structure institutionnelle. Afin d’enquêter sur le rôle de l’identification ethnique et sa relation aux facteurs institutionnels, une analyse comparative a été menée dans deux pays. L’étude du cas des élèves d’origine turque en France et en Australie indique que les influences de l’ethnicité sont transformées d’un contexte à l’autre par des structures pédagogiques distinctives. En France, les filières et les jugements académiques sévères en réduisent l’estime de soi, en créant de l’aliénation et de la distance sociale entre élève et professeur. En Australie, au contraire, le différemment de la sélection et du jugement permet, de façon temporaire, une atmosphère plus conviviale en cours, mais ne réussit pas à assurer le succès académique des élèves. Les efforts des deux systèmes dans les sites périphériques constituent des logiques d’intégration marginales qui permettent l’exclusion de l’intérieure. Les efforts des élèves pour donner un sens à la vie scolaire à travers des cultures de pairs qui se ressemblent dans les deux contextes font partie des stratégies d’intégration marginale. Les élèves d’origine immigrée semblent particulièrement concernés par ces logiques et stratégies, qui renforcent leur position subordonnée dans le système. L’étude identifie alors les difficultés auxquelles sont confrontés les deux systèmes comme résultant de caractéristiques structurelles.

Diss. Stockholm : Stockholms universitet, 2007.

Thesis (Ph. D.)--University of Chicago, Dept. of Education, June 1999. / Includes bibliographical references. Also available on the Internet.

Thesis (D. Min.)--Temple Baptist Seminary, 2003. / Abstract. Includes bibliographical references (leaves 289-295).

Thesis (D. Min.)--Temple Baptist Seminary, 2003. / Abstract. Includes bibliographical references (leaves 289-295).

Thesis (D. Min.)--Temple Baptist Seminary, 2003. / Abstract. Includes bibliographical references (leaves 289-295).

ALMEIDA, José Wagner de. Colégio Agrícola de Lavras da Mangabeira (1947 - 2008): elite rural, ingerência estrangeira e circulação de ideias pedagógicas para o progresso do Brasil e do Ceará. 2016. 272f. – Tese (Doutorado) Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-06-19T13:24:37Z No. of bitstreams: 1 2016_tese_jwalmeida.pdf: 4871602 bytes, checksum: 049136ea832db1daf507593ed236c08d (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-06-20T11:10:31Z (GMT) No. of bitstreams: 1 2016_tese_jwalmeida.pdf: 4871602 bytes, checksum: 049136ea832db1daf507593ed236c08d (MD5) / Made available in DSpace on 2017-06-20T11:10:31Z (GMT). No. of bitstreams: 1 2016_tese_jwalmeida.pdf: 4871602 bytes, checksum: 049136ea832db1daf507593ed236c08d (MD5) Previous issue date: 2016 / This agricultural education, taking as observation locus of the dynamics of the Agricultural School of Lavras da Mangabeira, Ceará, seeking to understand it in the context of the internationalization of Agricultural Education Policies for Brazil. Uses bibliographic source composed of some Brazilian exponents and foreign History of Education, such Salles (1941), Castle (1951), Nagle (1976), Andrade (1979), Old (1979), Poulantzas (1985), Flag (1989), Capdeville (1991), Souza (1994), Mendonca (1997), OTAIZA Romanelli (1999), Schelbauer (1999), Nóvoa and Schriewer (2000), Oliveira (2000), walnut (2002), Lerche (2002 ), Schwartzman (2000), Flavia Werle (2005), Cavalcante (2005-2008), Del Priori (2006), Magalhaes Filho (2009), Mattos (2010) and Juca (2011). It adopts historical and qualitative research, with anchoring the comparative method and survey sources developed with public and private collections, based on the consultation documents, books and iconography, in addition to oral reports of subjects (-professores directors - students and staff) who experienced the institutional construction of the Agricultural College of Lavras da Mangabeira, Ceará from 1947 to 2008. it presents narrative set in periodization derived from the examination of the chronological order of historical events, made in connection with important milestones of agricultural education policies in Brazil and In Ceara. Analyzes the history of this educational institution, tracing connections and parallels between the local dimension (Lavras da Mangabeira, Ceará), national (Brazil) and international (United States). As a result, summarizes the following: 1) agricultural education policies in Brazil were marked by well-designed economic interests, and the main agricultural producers as intermediary agents to the Brazilian State; 2) The struggle undertaken by civil society organizations in support of agricultural education respond at the local level, the call then Brazilian developmentalist propagated in line with guidance from the United States; 3) The spread of American ideas for agriculture was widely publicized, thanks to signed agreements and agreements between the Brazilian and US governments; 4) The Brazil-US partnership in the educational plan favored the creation of a state and national network of agricultural schools, which was responsible for the training of professionals in technical - agricultural technicians - to work with the man of the field and the public agencies and private as forming and propagator of modernizing ideas of Brazilian agriculture; 5) The agricultural colleges cearense network accounted for the young provincials an opportunity to reach a better life and a job guarantee considered compensatory. It concludes that agricultural education in Brazil was the result of a combination of decision elements of its economic policy, together with an American development strategy, where agricultural schools served as a broadcast space, circulation and adoption of agrarian agricultural and pedagogical ideas considered for modernizing the rural areas. / Trata do ensino agrícola, tomando como locus de observação a dinâmica da Escola Agrícola de Lavras da Mangabeira, no Ceará, buscando compreendê-la no contexto da internacionalização das Políticas de Educação Agrícola para o Brasil. Utiliza fonte bibliográfica composta por alguns expoentes brasileiros e estrangeiros da História da Educação, a exemplo de: Salles (1941), Castelo (1951), Nagle (1976), Andrade (1979), Velho (1979), Poulantzas (1985), Bandeira (1989), Capdeville (1991), Souza (1994), Mendonça (1997), Otaíza Romanelli (1999), Schelbauer (1999), Nóvoa e Schriewer (2000), Oliveira (2000), Nogueira (2002), Lerche (2002), Schwartzman (2000), Flávia Werle (2005), Cavalcante, (2005/2008), Del Priori (2006), Magalhães Filho (2009), Mattos (2010) e Jucá (2011). Adota abordagem histórica e qualitativa de pesquisa, com ancoragem no método comparado e levantamento de fontes desenvolvido junto a acervos públicos e privados, baseada em consulta a documentos, livros e iconografias, somada a relatos orais de sujeitos (diretores –professores – alunos e funcionários) que vivenciaram a construção institucional do Colégio Agrícola de Lavras da Mangabeira, no Ceará, entre 1947 a 2008. Apresenta narrativa configurada em periodização oriunda do exame da ordem cronológica dos acontecimentos históricos, feita em conexão com marcos relevantes das políticas de Ensino Agrícola no Brasil e no Ceará. Analisa a história dessa instituição escolar, traçando ligações e paralelos entre a dimensão local (Lavras da Mangabeira, Ceará), nacional (Brasil) e internacional (Estados Unidos da América). Como resultado, sumaria as seguintes indicações: 1) As políticas de ensino agrícola no Brasil foram marcadas por interesses econômicos bem delineados, tendo os principais produtores agrícolas como agentes de intermediação junto ao Estado brasileiro; 2) A luta empreendida pela sociedade civil organizada em prol da educação agrícola respondia, ao nível local, ao apelo desenvolvimentista brasileiro então propagado em sintonia com orientação dos Estados Unidos da América; 3) A difusão das ideias americanas para a agricultura foi amplamente divulgada, graças a acordos e convênios firmados entre os governos brasileiro e americano; 4) A parceria Brasil-EUA no plano educacional favoreceu a criação de uma rede nacional e estadual de escolas agrícolas, que foi responsável pela formação de profissionais em nível técnico – técnicos agrícolas – para atuar junto ao homem do campo e a agências públicas e privadas, como formadora e propagadora das ideias modernizantes da agricultura brasileira; 5) Os colégios agrícolas da rede cearense representaram para os jovens interioranos uma oportunidade para alcance de uma melhoria de vida e garantia de inserção profissional considerada compensatória. Conclui que o ensino agrícola no Brasil foi resultado de uma conjugação de elementos decisórios da sua política econômica, associada a uma estratégia desenvolvimentista americana, onde, as escolas agrícolas serviram como um espaço de difusão, circulação e adoção de ideias agrário-agrícolas e pedagógicas consideradas modernizantes para o meio rural.

This thesis is a comparative case-study of how teachers in England and Portugal conceptualise and respond to pupil diversity in the context of individual planning. The purpose is to compare the processes and underlying assumptions in the two countries, in order to understand the impact of cultural aspects and of system characteristics on the phenomenon of individual planning. The research was conducted through a nested case-study approach in 10 schools in England and six schools in Portugal. The methods used were interviews with practitioners and analysis of individual planning documents. This study was done by following the cases of 41 pupils, who were identified by their teachers as ‘needing individual planning’, over a two-year period. The most common form of individual planning mentioned in educational policy are Individual Education Plans (IEPs) for pupils with ‘Special Education Needs’ (e.g. UK SEN 2001 Code of Practice, Portuguese Law 3/2008). Despite the apparent similarities, what is meant by IEPs in educational policy varies significantly. In this study, a comparative analytical cultural-historical framework (Artiles & Dyson 2005) and a ‘societal approach’ (Hantrais & Mangen 2007) were useful theoretical resources to overcome these challenges. This thesis presents an original approach to individual planning by looking beyond ‘special needs’ and national boundaries. The research identifies responses associated with individual planning and problematizes this practice as a solution to the challenges posed by student diversity to schools. This process is done with reference to the unstated assumptions about normality and difference proposed by Minow (1990).The study concludes that teachers conceptualise and respond to pupil diversity through a formulaic problem-solving approach. This approach is based on limited repertoires that are underpinned by contextual factors such as educational policy. These repertoires are wider and more flexible in England than in Portugal.