Towards the Performance Analysis of Classroom Life: Ethnicity and Rituals in De-Segregated Classroom

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Year of publication 2014
Type Appeared in Conference without Proceedings
MU Faculty or unit

Faculty of Social Studies

Description This paper focuses on ethnicity dynamics in a de-segregated school classroom. I examine its role in the peer break-time culture. I point out that ethnicity in school relationships is always mediated, blended and “attached” to other categorical (gender, age) and situational identities (pupil, friend). I am interested in the contexts and directions in which this identity crossing takes place. I argue that ethnicity becomes visible mainly during ritual symbolic performances. Based on ethnographic description of ethnicity functioning in daily life of a school classroom, I analyze the ambivalent position of Roma pupils within the group of classmates. The otherness of Roma children becomes a subject of exclusion as much as a means of self-assertion.
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