Differentiated Function of School in Socio-Culturally Disadvantaged Context: A Constructivist Grounded Theory Study from Turkey

Differentiated Function of School in Socio-Culturally Disadvantaged Context: A Constructivist... This study analyses the functioning of a school as a social system in an atypical context with the purpose of generating propositions to tackle educational problems confronted by socially and economically disadvantaged groups attending these schools. Adopting the constructivist grounded theory, the analysis suggests that there is a kind of “vicious cycle” in the functioning of this atypical school, which adversely affects the school system. Breaking the vicious cycle involves five basic propositions: (1) making school a better place than students’ homes, (2) overcoming the enduring difficulties of working in an atypical school, (3) multiplying learning opportunities, (4) prompting parents to assume more responsibility, (5) locating leadership that makes a difference. These propositions clarify the significance of informal subsystems, school community and the wider environment along with their enabling and blocking effects on a disadvantaged school system. Parallel to other studies on disadvantaged schools, the study highlights the need to refine the orthodox view of the concept of formal education and school, as well as the role of school principal, teachers and parents affiliated with atypical schools. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Urban Review Springer Journals

Differentiated Function of School in Socio-Culturally Disadvantaged Context: A Constructivist Grounded Theory Study from Turkey

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Publisher
Springer Netherlands
Copyright
Copyright © 2016 by Springer Science+Business Media New York
Subject
Education; Education, general; Community and Environmental Psychology; Sociology, general
ISSN
0042-0972
eISSN
1573-1960
D.O.I.
10.1007/s11256-016-0391-8
Publisher site
See Article on Publisher Site

Abstract

This study analyses the functioning of a school as a social system in an atypical context with the purpose of generating propositions to tackle educational problems confronted by socially and economically disadvantaged groups attending these schools. Adopting the constructivist grounded theory, the analysis suggests that there is a kind of “vicious cycle” in the functioning of this atypical school, which adversely affects the school system. Breaking the vicious cycle involves five basic propositions: (1) making school a better place than students’ homes, (2) overcoming the enduring difficulties of working in an atypical school, (3) multiplying learning opportunities, (4) prompting parents to assume more responsibility, (5) locating leadership that makes a difference. These propositions clarify the significance of informal subsystems, school community and the wider environment along with their enabling and blocking effects on a disadvantaged school system. Parallel to other studies on disadvantaged schools, the study highlights the need to refine the orthodox view of the concept of formal education and school, as well as the role of school principal, teachers and parents affiliated with atypical schools.

Journal

The Urban ReviewSpringer Journals

Published: Jan 3, 2017

References

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