Drawing on an ethnographic study of a remote farming community in
the Auvergne, Dr Reed-Danahay challenges conventional views about
the operation of the French school system. She demonstrates how
parents and children subvert and resist the ideological messages of
the teachers, and describes the ways in which a sense of local
difference is sustained and valued, through a complex interplay of
schooling and family life. This book explores the role played by
history, identity, and power in local responses to a national
institution. A significant contribution to the anthropology of
education, this book offers fresh insights into the ways in which
French culture is transmitted to the coming generation. Dr
Reed-Danahay also provides lucid and critical discussions of
sociological theories on education, including those of Bourdieu.
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