Learning in non-formal settings: Investigating cemetery guides' talk during school visits. (2021)

• Record Type: Journal Article
• Authors: Badger, James
• Is Part Of: International journal of educational research. Volume 109(2021)
• Publication Date: 2021
• Subjects: Qualitative -- School trips -- Guides -- Cemetery -- Nonformal learning; Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2021.101852
• Languages: English
• ISSNs: 0883-0355

Abstract

Highlights: Revised research questions (Reviewer's comment #1). Corrected grammatical errors and unclear wording (Reviewer's comment #2). Included text to develop findings identified in conclusion section (Reviewer's comment #3). Moved text from conclusion to methodology section (Reviewer's comment #3). Abstract: School field trips provide a space for students to imagine alternative ways of learning and thinking. This qualitative study investigated the visits of middle and high schools to a public cemetery in the United States. Bernstein's concepts of classification and framing were adopted to provide a systematic framework for analyzing power relationship and degree of control over content delivered by cemetery tour guides. Findings identified guides' historical information conveyed through description and narrative with few connections to state standards. Proposed recommendations include reconceptualizing guides' training that incorporates culturally relevant pedagogy and social justice principles when leading diverse student populations.