The management of diversity in schoolscapes: an analysis of Hungarian practices
Szabó, T. P. (2015). The management of diversity in schoolscapes: an analysis of Hungarian practices. Apples : Journal of Applied Language Studies, 9(1), 23-51. https://doi.org/10.17011/apples/2015090102
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Apples : Journal of Applied Language StudiesAuthors
Date
2015Copyright
© The Author(s)
The material environment of formal education (i.e., schoolscape) is determined not
only by laws and local regulations, but by the visual practices of the given
institution as well. Inscriptions and cultural symbols placed on the façade and the
walls of the school building are tools for orienting the choice between various
cultural and linguistic values and ideologies (Johnson 1980; Brown 2012). Based
on photographs and research interviews collected in Budapest, I analyse both the
material environments of four schools and the metadiscourses through which such
spaces are interpreted and regulated. Investigation took place in both mainstream
state schools as well as in private schools with alternative curriculum. In the
analysis, I make use of the teachers’ accounts on the scenes investigated. I present
how teachers describe the linguistic landscape, and through these statements, some
policies of their schools. Incorporating both emic and etic perspectives, I present
differences between two types of organizational culture, comparing state and
private schools. I conclude that the schoolscape of state schools can be interpreted
in line with Johnson’s (1980: 173) findings concerning “the symbolic integration of
local schools and national culture”, while the private schools seemed to construct
schoolscape
...
Publisher
Centre for Applied Language Studies, University of JyväskyläISSN Search the Publication Forum
1457-9863
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https://converis.jyu.fi/converis/portal/detail/Publication/24571774
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