Education and Identity in Rural France: The Politics of Schooling

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In an ethnographic study of a remote community in the Auverne, Dr Reed-Danahay challenges conventional views about the French school system. She demonstrates how parents subvert and resist the ideological messages of the teachers, describing the ways in which a sense of local difference is sustained, even in the official educational discourse. A significant contribution to the anthropology of eduction, the book offers fresh insights into the ways in which French culture is transmitted to the coming generation.
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Editorial Reviews

From the Publisher
"This socio-political-economic study adds a significant dimension in the field of rural France scholarship..." Choice

"...I found Education and Identity in Rural France very compelling reading, and I recommend it." Alan DeYoung, Anthropology & Education Quarterly

"It will be of considerable interest to all those interested in the school, as well as to those specifically interested in how local and national cultures interact within the French institutional framework. Danahay convincingly demonstrates the way that national institutions and ideologies are shaped by local cultures just as much as the other way around." Alexandra Jaffe, Anthropological Quarterly

"A fascinating ethnographic account.... Reed-Danahay provides rich materials for those interested in the sociology of education; in the relationship between the state, teachers, parents, and children; and in the endurance and dynamism of rural communities well into the twentieth century." Contemporary Sociology

"Reed-Danahay presents a first-rate description of the local kinship system, domestic organization and socialization practices." David S. Moyer, Anthropologica

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Product Details

Meet the Author

Deborah Reed-Danahay is Professor of Anthropology at the University at Buffalo, SUNY. She is author of Education and Identity in Rural France: The Politics of Schooling (Cambridge University Press, 1996) and Locating Bourdieu (Indiana University Press, 2005), and editor of Auto/Ethnography: Rewriting the Self and the Social (Berg, 1997), and (with C. Brettell) Citizenship, Political Engagement and Belonging: Immigrants in Europe and the United States (Rutgers University Press, 2008).

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Table of Contents

List of illustrations
List of tables
1 Introduction: journey to Lavialle 1
2 Theoretical orientations: schooling, families, and power 22
3 Cultural identity and social practice 42
4 Les notres: families and farms 66
5 From child to adult 84
6 Schooling the Laviallois: historical perspectives 110
7 Families and schools 134
8 The politics of schooling 157
9 Everyday life at school 184
10 Conclusions: persistence, resistance, and coexistence 206
Notes 214
Bibliography 222
Index 233
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