Education and Identity in Rural France

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Through an ethnographic study of a remote Auvergne community, Dr. Reed-Danahay reveals how parents resist the ideological messages of the French school system, highlighting the preservation of local identity within official educational narratives. This work significantly contributes to the anthropology of education, offering new perspectives on cultural transmission in France. Additionally, it critically engages with sociological theories on education, particularly those proposed by Bourdieu, enhancing the understanding of educational dynamics in a cultural context.