The Discursive Constructions in School: A Qualitative Assessment of Value Conflicts Between School Ethos and Everyday Life

The debate of quality education in Pakistan revolves around three basic systems of education – Elite English Medium Education System, State Urdu Medium Education System and Madrassa Education System. However, the history and discourse of educational planning and development in Pakistan demonstrate that role of school socialization has largely been ignored when addressing the development issues of children. While focussing on the psychological and cultural incongruences in the socialization experiences of children, this paper asks that what are the major realms where school going children experience conflicts between the school ethos and real-life practices? The ethnographic study was conducted in Chakwal city, located in Punjab Province, involving participant observation in private and public schools. In-depth interviews were also conducted to acquire a holistic understanding of emerging trends of school ethos among students. The sample was selected through purposive sampling which includes students, parents and teachers belonging to different educational levels and diverse socio-economic backgrounds. The findings suggest that discordance between school socialization and what children experience in wider society engenders conflicting worldviews eventually creating everyday value-conflicts and identity crisis among children.Keywords: school ethos, socialization, value-conflict, identity, Pakistan

¿Qué comemos en la Escuela? Socialización y vida escolar en GuatemalaWhat do we eat at school? Socialization and the school life in Guatemala

El proyecto de investigación sobre el cual fue elaborado este artículo, se orientó a analizar cómo los procesos de socialización influyen en la vida escolar y situación nutricional de niñas y niños que asisten a tres escuelas públicas ubicadas en zonas distintas; ya que se identificó que estudios anteriores centraban su atención en la medición cuantitativa del fenómeno de la nutrición y la alimentación. Desde un enfoque sociológico se plantearon varias unidades de análisis como: la vida escolar de la que se determinó la influencia de la tienda escolar, la interacción social entre niñas y niños y el rol educativo de los maestros. Todas esas influencias recibidas modifican la situación nutricional de niñas y niños; para identificar estos cambios en el comportamiento se procedió a la construcción de una guía de observación, una guía de entrevista y de grupo focal. A partir de la aplicación de estas técnicas y del análisis de la información obtenida, se identificó que la educación alimentaria-nutricional en las escuelas visitadas es no planificada, poco frecuente, no incluye a los familiares y se limita a consejos ocasionales pues los escolares entrevistados respondieron que no se les impartían charlas o talleres sobre el tema; aunque en contraste algunos maestros afirmaron darlas, el proceso no es el adecuado por lo anteriormente descrito.

PERAN SERTA MASYARAKAT DALAM MENSOSIALISASIKAN PONDOK PESANTREN DARUT TAFSIR

This study attempts to examine and analyze in detail the role of the community in disseminating the Darut Tafsir Islamic Boarding School at the city of Bogor, West Java. For more details, this study examines in detail on "how to promote community participation in Darut Tafsir Islamic Boarding School?", Which focused on: 1) community participation in boarding school socialization planning, 2) community participation in boarding school socialization leading, 3) community participation in boarding school socialization controlling. This study will use a qualitative approach and methods used in this study is the case study method. It will be discussed in this study are: Firstly, community participation in socialization boarding school planning, consisting of: a) community participation in socialization planning, b) the way to involve the community participation in socialization planning, c) community participation in the process of socialization planning. Secondly, community participation in boarding school socialization leading, consisting of: a) community participation in socialization leading, b) the way to involve the community participation in socialization leading, c) community participation in the process of socialization leading. And thirdly, community participation in boarding school socialization controlling, consisting of: a) community participation in socialization controlling, b) the way to involve the community participation in socialization controlling, c) community participation in the process of socialization controlling.