Abstract
Images of the places and activities called "school" as a formal institution are rich data for the inquiring gaze. This article focuses specifically on historical photos of school rituals and ceremonies through which young people perform particular narratives of schooling through repetitive embodied practice and in turn construct values and beliefs about themselves and wider society. In particular, we look at rituals of the habitual, coming of age ceremonies, patriotic rituals and ceremonies, and degradation rituals and ceremonies. In analysis of these photographs, we ask, what meanings are (re)performed in such rituals and ceremonies? Why are these performances important to consider in the context of young people's identity negotiation and school reform? And, after such an analysis, how might any of the performances contain spaces for (student and teacher) agency, including resistance and transformation?
| Original language | English (US) |
|---|---|
| Pages (from-to) | 56-73 |
| Number of pages | 18 |
| Journal | Qualitative Inquiry |
| Volume | 17 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 2011 |
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Keywords
- ideology
- performance
- photography
- schooling
ASJC Scopus subject areas
- Anthropology
- Social Sciences (miscellaneous)
Cite this
School as ceremony and ritual : How photography illuminates performances of ideological transfer. / Chappell, Drew; Chappell, Sharon; Margolis, Eric.
In: Qualitative Inquiry, Vol. 17, No. 1, 01.2011, p. 56-73.Research output: Contribution to journal › Article
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TY - JOUR
T1 - School as ceremony and ritual
T2 - How photography illuminates performances of ideological transfer
AU - Chappell, Drew
AU - Chappell, Sharon
AU - Margolis, Eric
PY - 2011/1
Y1 - 2011/1
N2 - Images of the places and activities called "school" as a formal institution are rich data for the inquiring gaze. This article focuses specifically on historical photos of school rituals and ceremonies through which young people perform particular narratives of schooling through repetitive embodied practice and in turn construct values and beliefs about themselves and wider society. In particular, we look at rituals of the habitual, coming of age ceremonies, patriotic rituals and ceremonies, and degradation rituals and ceremonies. In analysis of these photographs, we ask, what meanings are (re)performed in such rituals and ceremonies? Why are these performances important to consider in the context of young people's identity negotiation and school reform? And, after such an analysis, how might any of the performances contain spaces for (student and teacher) agency, including resistance and transformation?
AB - Images of the places and activities called "school" as a formal institution are rich data for the inquiring gaze. This article focuses specifically on historical photos of school rituals and ceremonies through which young people perform particular narratives of schooling through repetitive embodied practice and in turn construct values and beliefs about themselves and wider society. In particular, we look at rituals of the habitual, coming of age ceremonies, patriotic rituals and ceremonies, and degradation rituals and ceremonies. In analysis of these photographs, we ask, what meanings are (re)performed in such rituals and ceremonies? Why are these performances important to consider in the context of young people's identity negotiation and school reform? And, after such an analysis, how might any of the performances contain spaces for (student and teacher) agency, including resistance and transformation?
KW - ideology
KW - performance
KW - photography
KW - schooling
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U2 - 10.1177/1077800410389444
DO - 10.1177/1077800410389444
M3 - Article
AN - SCOPUS:78650228461
VL - 17
SP - 56
EP - 73
JO - Qualitative Inquiry
JF - Qualitative Inquiry
SN - 1077-8004
IS - 1
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