共查询到20条相似文献，搜索用时 15 毫秒
1.
Maeve O’Brien 《British Journal of Sociology of Education》2008,29(2):137-148
This paper is concerned with the inequalities experienced by mothers in the performance of educational care work for their children. It is argued that the caring work carried out by mothers at transfer to second‐level schooling is shaped by their ability to activate the significant resource of emotional capital; a gendered resource involving emotional skills, knowledge and experiences. Drawing on an in‐depth study of mothers’ routines of care, it is suggested that the possession of emotional capital subjects mothers to a normative order of care. Moreover, in exploring the idiosyncratic differences between mothers’ capacities to activate emotional capital it is argued that the activation of this care resource is facilitated in the context of solidary relationships but also by mothers’ access to other capitals. It is concluded that in order to tackle care inequalities those working in education need to recognise the significance of emotional resources, and need to challenge traditional codes of practice and policies around ‘parental’ involvement. 相似文献
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We analyse the utility of social capital for children’s achievement, and if this utility interacts with family human capital and the quality of the parent-child relationship. Our focus is on parental activities directly related to children’s school work. Our data stem from a Swedish cohort born in 1953 and consist of both survey and register data. We find that parents with more human capital tended to offer their children more social capital. OLS regressions showed that, when present, social capital was directly related to children’s grades and its utility for achievement did not depend on parents’ human capital. The utility of social capital was enhanced when combined with a very good parent-child relation. 相似文献
3.
Sue Heath Alison Fuller Brenda Johnston 《British Journal of Sociology of Education》2010,31(4):395-411
This paper explores whether and in what ways young people's perceptions and experiences of higher education (HE) can facilitate the transmission within their social networks of social capital both upwardly (from child to parent) and horizontally (from sibling to sibling), and thus can potentially provide bridging capital to family members, especially in families with little or no prior experience of HE. It utilises data from a project that explored the embedded nature of decision‐making about HE amongst a group of ‘potentially recruitable’ adults and their wider networks. The study researched 16 networks, and the resultant sample of 107 individuals included six teenagers and 15 young people in their twenties. The paper concludes that, despite the general emphasis within existing theoretical approaches to network capital on the downward transmission of social capital, the educational experiences of younger generations can be critical in shaping the perceptions of other (including older) network members, albeit not always in ways that encourage formal educational participation. 相似文献
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Susan Lee Robertson 《British Journal of Sociology of Education》2016,37(6):823-835
AbstractWhen Piketty’s book Capital in the Twenty-first Century was released in 2014, it became an overnight success. Piketty focused on the concentration of wealth in a tiny social elite, and showed that their wealth had increased following the financial crisis in 2008. Yet the value of Piketty’s book offers something more than this for social scientists concerned with social inequalities. His work on a large data-set of long-run income and wealth statistics illustrates that the assumptions and models which have guided the work of neoclassical economists are flawed, but that societal arrangements matter. Yet despite this insight, Piketty’s solution to the problem of inequality is to argue that ‘… the best way to reduce inequalities with respect to labor … is to invest in education’. In this article I argue that there are major problems with this proposed solution and outline three lacunae that need to be addressed. 相似文献
5.
Su-Yan PAN 《Frontiers of Education in China》2011,6(1):106-138
This is a documentary study of education abroad policy in the People’s Republic of China (PRC) between 1978 and 2009. By examining
the dynamics underpinning the PRC state’s efforts to shape the flow of Chinese students and scholars from and into China,
this article reveals the major strategies that have enabled education abroad to become a source of brain gain. It argues that
China’s brain gain strategies feature three characteristics: a proactive diplomatic approach to international educational
relations; strategic dependence on foreign higher education resources and a decentralized economic mechanism to raise foreign-trained
human capital. The paper concludes by discussing the implications of Chinese experience for our understanding of the complex
and dynamic relations between the state, the market, universities and international relations as relating to cross-border
academic mobility, international educational relations, and national development in a globalizing world. 相似文献
6.
Anne-Marie O’Neill 《教育政策杂志》2013,28(5):598-621
AbstractThis policy chronology traces the institution of globalised school curriculum and assessment discourses, as a vernacular and specific form of public rationalisation and educational governmentality in Aotearoa New Zealand. Without functional national standards or national testing, official discourses constructed an assessment-driven framework as a public measurement and performance regime. Drawing on Michel Foucault’s ‘toolkit’, this genealogy traces attempts by the government’s review and audit agency (the ERO), to lift achievement through establishing national standards, normalising assessment and strengthening market-managerial accountabilities. Therapeutic technologies of personal re/development supplemented the above through managed literacy partnerships. This was the basis for the managed reprofessionalisation of techno-entrepreneurial teachers around stipulated, data-driven and measured performances. The paper examines the centrality of the New Zealand Curriculum Framework to the reconstruction of an Enterprise Culture and the psycho-cognitive re/making and re/moralisation of individuals as responsibilised, self-managing and calculative. It posits that within a busnocratic rationality (merging business, entrepreneurial and technical-management), a calculative governmentality required educational data-systems for future population knowledge and control. The genealogy demonstrates the inextricable connection between ‘public’ rationalities, technologies of control and the re/construction of ‘private’ identity, subjectivity and ethics, under neoliberal governmentality. 相似文献
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INTRODUCTION This paper combines the economic theory ofreal investment and the standard financial model ofasset pricing to produce a method for the valuationof real assets; and intentionally uses relativelysimple versions of these two theories to link eco-nomics, finance, and appraisal. Numerical exam-ples using data on real estate assets illustrate thevaluation method. The Q theory of investment, introduced byJames Tobin (1969), is popularly accepted theory ofreal investment hypothesize… 相似文献
9.
Sarah O’Shea 《International Journal of Lifelong Education》2013,32(2):139-155
Internationally, research has indicated that returning to education for older learners provides the means for growth and change, for some students this can translate into a sense of ‘empowerment’ and control in their personal lives. However, what is not so well researched is how having a significant ‘other’ present within the university landscape impacts the household and other family members. Exploring how this return to education influences others provides a basis for institutional approaches to engaging with and supporting the lifelong learning of family members, ultimately assisting in the access and participation of current and future generations. This article draws on research conducted with first in family students to explore how their participation in the higher education environment led to conversations in the family around learning. Drawing upon theories of social and cultural capital, this article reflects upon the flow of capitals between home and university. 相似文献
10.
Yarrow Andrew 《British Journal of Sociology of Education》2015,36(5):651-668
Emotions have received increasing attention in educational circles in the last decade. Drawing on Bourdieu, feminist scholars use emotional capital to illustrate the ways gendered inequalities can compound the disadvantages of social class. This paper examines relationships within childcare services in Australia, showing how emotional capital functions as a resource for staff. Data from interviews with childcare staff illustrate key aspects of emotional capital, such as reflexivity, resilience and embodiment. Findings show that investing in emotional capital is the key to a long-lasting commitment to childcare work, and should be valued accordingly. 相似文献
11.
Clara Helene Rübner Jørgensen 《British Journal of Sociology of Education》2017,38(4):566-580
This article discusses friendships and peer groups of migrant and minority ethnic youth in schools in England and Spain, and critically considers them in relation to existing notions of ‘peer social capital’ and bridging (heterogeneous) and bonding (homogeneous) peer networks. The article argues for an extended understanding of peer social capital and discusses the complex composition and outcomes of bridging and bonding peer networks. It critically discusses both facilitators and barriers to friendships experienced by migrant and minority ethnic youth in schools, and considers them in relation to school practices. 相似文献
12.
This paper makes the case for adult literacy (including numeracy) practitioners to play a greater role in health literacy initiatives in Australia. The paper draws on data from a national research project that investigated adult literacy partnerships and pedagogy viewed from a social capital perspective. The primary purpose of the project was to produce guidelines on how to deliver integrated adult literacy and numeracy programmes using a social capital approach. Prior experience of partnerships was explored through a review of the literature and an environmental scan of adult literacy providers using an email survey and follow-up interviews. An in-depth case study of a health literacy partnership was trialled using action research. Partnerships between adult literacy and health organisations in Australia were found to be largely ad hoc and rarely documented. To enable sustainable health literacy programmes, partnerships are needed across the three interlinked organisational levels – micro, meso and macro, and in particular the latter, which is currently almost completely absent. The conceptual frameworks outlined for health literacy partnerships and social capital pedagogy in this paper are new and potentially of value to policy makers, researchers and practitioners in the fields of health and literacy. 相似文献
13.
This paper reports the results of a small‐scale narrative study of men and women who grew up in mid‐twentieth‐century rural Wales, and their reminiscences regarding women and education. Although the dominant image of Wales during that era is that of a male‐dominated society, all of our participants remembered influential independent women and educational aspiration for both girls and boys. We use Bourdieusian notions of types of cultural capital and the role of women in transmitting this to illuminate our participants’ narratives. Accounts of family life disclosed themes of sacrifice concerning education, poverty during childhood and the role of school teaching as a career for women. Yet at the same time, there were forms of exclusion in operation. In conclusion, we suggest that in many ways, the women remembered by our participants could be seen as forerunners of the second wave of feminism. 相似文献
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Mexican parents’ and teachers’ literacy perspectives and practices: construction of cultural capital
Leslie Reese Rebeca Mejía Arauz Antonio Ray Bazán 《International journal of qualitative studies in education》2013,26(8):983-1003
This article examines the relationships among the literacy practices engaged in by first-grade children and parents at home and the ways in which these practices are communicated, shaped, and fostered by teachers and administrators in two different sociocultural environments in urban Mexico. The differences observed between the home literacy experiences of children in a working-class and a middle-class community included transgenerational communication of assumptions regarding literacy and schooling, as well as attitudes associated with the parents’ own school experiences. Class-based expectations on the part of teachers not only shaped interactions with parents, but were also reflected in the way the national curriculum was delivered, with a greater emphasis on rote skills and traditional reading instruction in the working-class community. The authors argue that the school plays a role in the co-production of cultural capital in the home through its shaping of some of the literacy practices that children and families undertake. 相似文献
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This article explores immigrant mothers’ experiences and perspectives on early learning to identify the underlying principles of parents’ learning theories and their concerns about pedagogic practices at school. It employs data from interviews with nineteen immigrant mothers that reveal a discord between learning beliefs and practices at home and school. The paper argues that mothers’ cultural capital may shape their perspectives on learning, which may subsequently influence their children’s cultural capital and interests. Supporting children’s learning at school requires examining home learning beliefs so that teachers can establish a two-way exchange of knowledge, ideas and perspectives with common objectives of respecting differences and exploring possible reconciliation of differences. This paper urges educators to bridge home and school through engaging in dialogue with parents so that parents’ cultural capital and their understanding about play-based learning work to their children’s advantage. 相似文献
17.
Derron Wallace 《British Journal of Sociology of Education》2018,39(4):466-482
There is a significant, longstanding tradition in British sociological research that renders cultural capital synonymous with whiteness. This article suggests that one substantive factor that contributes to the enduring relationship between whiteness and cultural capital is the paucity of research on the Black and ethnic minority middle classes. Studies of social class in the United Kingdom frequently render middle-class life synonymous with whiteness and all too often fix ethno-racial identities to the working classes. The article draws on a 14-month comparative ethnography as a case study to provide an asset-based reading of cultural capital among the Black Caribbean middle classes in Britain. The findings suggest that the seemingly exclusive link between whiteness and cultural capital is problematised by Black Caribbean young people, and therefore should be further critiqued in sociological and educational research, especially when developing cultural capital analyses. 相似文献
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This article discusses the effect of international migration on the accumulation of human capital among Mexican youths aged 15–18 who are left behind. Evidence indicates the existence of a negative impact of sibling and parental migration on school attendance among young males but not on the measure of cognitive ability. Migration of extended family members has no significant effect. There is no evidence of a robust effect among females. The negative effect of sibling migration suggests that lower migration costs and differences in return to Mexican formal education between the labor markets of the United States and Mexico could largely explain the negative effect of international migration on human capital. 相似文献
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Since the late 1970s, international education has steadily gained in popularity in China. An emerging middle class seeks to strengthen its position in China’s rapidly stratifying society under its socialist market economy with the shift from wealth creation for all to wealth concentration for a few. Previously, a foreign qualification was considered a passport to success in either the host or home country’s labour market. But the growing popularity of overseas study, coupled with the massification of the Chinese higher education, means Chinese international students are seeking to distinguish themselves in an increasingly competitive global labour market. This longitudinal study of international graduates, backgrounded by Australian employer perceptions, examines the journeys of 13 Chinese accounting graduates as they attempt to transition from an Australian university into the Australian labour market. Bourdieu’s thinking tools of field, capital, disposition and habitus are utilised to consider how different cultural, social and linguistic capitals inform employer understandings of ‘employability’ meant Chinese accounting graduates significantly adjusted their life goals. 相似文献