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Lawrence B. Angus

Bio: Lawrence B. Angus is an academic researcher. The author has contributed to research in topics: Cultural conflict & Empowerment. The author has an hindex of 1, co-authored 1 publications receiving 16 citations.

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BookDOI
TL;DR: The authors discuss the interplay of masculinity and education in an inner-city boys' high school, gender and organizational culture in a christian brothers college, R. Connell inside the disadvantaged schools programme -the politics of practical policy-making, V. White and K. Mealyea.
Abstract: Educational inequality and cultural conflict, B. Wilson and J. Wyn re-visioning empowerment with the research subject and the "at risk", M. O'Dowd women in a male domain - gender and organizational culture in a christian brothers college, L. Angus cool guys, swots and wimps - the interplay of masculinity and education, R. Connell inside the disadvantaged schools programme - the politics of practical policy-making, V. White and K. Johnston cultural perspectives on work and schoolwork in an Australian inner-city boys' high schools, J. Walker reproducing vocationalism in secondary schools - marginalization in practical workshops, R. Mealyea.

16 citations


Cited by
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Journal ArticleDOI
TL;DR: In this paper, the antecedents of ethnography in an anthropology which was itself closely identified and entwined with colonialism and imperialism are reviewed and critiqued, and the concepts of'really useful knowledge' and 'process of action' are combined in order to assist in the construction of critical ethnography.
Abstract: This paper reviews and critiques significant developments within contemporary ethnography. The first part of the paper traces the antecedents of ethnography in an anthropology which was itself closely identified and entwined with colonialism and imperialism. The paper then goes on to review contemporary developments within ethnography, particularly those associated with postmodernism. Attempts to establish a critical ethnography are reviewed and critiqued in the following section. The paper then goes on to suggest ways in which the concepts of ‘really useful knowledge’ and the processes of action research might be combined in order to assist in the construction of critical ethnography. The paper concludes by acknowledging the difficulties which exist for educational researchers and practitioners who wish to practice critical ethnography in the current educational climate in both Britain and North America.

107 citations

Journal ArticleDOI
TL;DR: In this article, a comparative analysis of two schools' efforts at student empowerment is presented, focusing on the academic, political, and social dimensions of student empowerment in U.S. schools.
Abstract: Although U.S. schools typically express commitment to preparing students for the responsibilities of democratic citizenship, most American youth are socialized for adult civic life by an institution that defines them as passive and subordinate and treats them in ways that are anything but democratic. In contrast to such counterproductive practices, the author offers a comparative analysis of two schools’ efforts at student empowerment. He first outlines why schools should help empower students and then proposes a conception of student empowerment founded on three dimensions: the academic, political, and social. To explore the “possibilities and pitfalls” of empowerment in practice, the author presents case studies of two schools’ student empowerment efforts. Each examines how the schools sought to help empower students, what power students gained, and how students and faculty responded to these efforts. Drawing on insights derived from these studies, he discusses some practical implications for schools ho...

87 citations

Journal ArticleDOI
Peter Redman1
TL;DR: The authors explored the relationship between some of the more implicit disciplinary dimensions of schooling and a group of boys' investments in heterosexism in a small-scale qualitative study to explore the relationship.
Abstract: This article draws on a small-scale qualitative study to explore the relationship between some of the more implicit disciplinary dimensions of schooling and a group of boys' investments in heterose...

62 citations

Journal ArticleDOI
TL;DR: The authors argue that the vast majority of current delinquency and education research, while providing important and useful information, is limited by its adherence to the positivist paradigm and quantitative methods, and suggest that researchers must critically investigate schooling objectives and processes to explore how the educational system may be implicated in reproducing marginalized youths' academic failure and delinquency.
Abstract: There is a lack of critical, interpretive research on marginalized youths' schooling experiences. There is a significant need for research that furthers theoretical and empirical understanding of how these youths experience school. I posit that a specific type of critical, interpretive research is required in order to understand and improve the educational experiences of marginalized youths. This paper argues that the vast majority of current delinquency and education research, while providing important and useful information, is limited by its adherence to the positivist paradigm and quantitative methods. I suggest that researchers must critically investigate schooling objectives and processes to explore how the educational system may be implicated in reproducing marginalized youths' academic failure and delinquency. Such critical research would investigate how the substantive content and processes of schools correspond with students' everyday lives and values. Such an approach will enable us to learn how to make “better” schools that serve marginalized youths and create more effective learning environments.

40 citations

Journal ArticleDOI
TL;DR: In this article, the authors explored whether teachers' trust in pupils in technical/vocational schools is associated with teachers' and pupils' gender and found that female teachers have less trust in their pupils than male teachers.

35 citations