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1.
AbstractThe acquisition of cultural capital can only be understood in the light of the formation of habitus, including the socialisation process, and in the context of the field in which any such capital has value. Yet, the relation between cultural capital and habitus is seldom discussed in research. Drawing on the data from focus groups with 96 students and a survey of 5,779 students from six Singapore secondary schools, we analyze how reading as a form of cultural capital is distributed among High-SES, Mid-SES and Low-SES students in Singapore. We show how middle-class practices of intensive immersion in school-valued reading practices is a form of habitus that prepare some students better than others for engaged reading. The findings highlight how reading as a form of cultural capital is operationalized through students’ familial habitus and argues that making visible familial habitus provides insights for transforming institutional habitus for students’ reading futures. 相似文献
2.
利用2009-2017年全国高校毕业生就业调查数据,采用倾向得分匹配和Oaxaca-Blinder成因分解等实证方法,对高校毕业生行业收入差距的成因进行探析。研究结果表明：毕业生行业收入差距在总体上存在拉大趋势,行业收入差距更多体现在行业间;新兴服务业（金融和IT）既是高校毕业生最热衷进入的行业,又是存在显著收入溢价的行业;行业间的个人、家庭、工作和人力资本特征差异是造成行业间收入差距的重要原因,其中人力资本异质性的贡献度更大;排除以上因素的影响,能力相似的毕业生因为选择进入新兴服务业,起薪至少显著高12%。这意味着新兴服务业从业人员的收入溢价主要源于毕业生选择进入新兴服务业,而不是因为进入新兴服务业的毕业生的人力资本水平更高,家庭背景更好,或者从事的工作岗位级别更高。 相似文献
3.
vilhjálmsdóttir Gudbjörg arnkelsson Gudmundur 《International Journal for Educational and Vocational Guidance》2003,3(2):137-150
European researchers have recently introduced Bourdieu’s habitus theory and research methods into the research field of career
development. The advantage of Bourdieu’s theory is to overcome the theoretical problems that in this field have resulted from
overemphasis on individual aspects of career development at the expense of social aspects. The habitus concept allows for
the dichotomy between the individual and the social dimensions to be overcome. The research reported here looks at the interplay
between habitus, social variables and career preferences but in a younger age group than has previously been studied. It also
wonders whether habitus groups exist in the relatively homogenous population of Iceland at a relatively young age, i.e., before
divergence in the educational system. Analyses resulted in five habitus groups being formed on the basis of endorsement of
cultural and leisure activities. Furthermore, the five groups differed both in terms of sex composition and — importantly
— of preferred future occupations. It was concluded that habitus groups form readily and have important implications for research
and practice within the field of career counselling.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
4.
Recognizing the current administration’s focus on improving postsecondary access, this study examines resource allocation
patterns and the predictive power of these resources in increasing the likelihood of 2- and 4-year college enrollment among
low-income students. Using data from the Educational Longitudinal Study, college choice decision-making is conceptualized
in relation to an individual’s habitus and capital deficiency theory. The results reveal significant differences in the availability
and predictive power of various forms of capital across enrollment classifications. The study concludes with implications
for administrators and policymakers interested in improving access for low-income students. 相似文献
5.
Ian Hardy 《Discourse: Studies in the Cultural Politics of Education》2014,35(4):499-512
This paper draws upon Bourdieu's concepts of habitus, capital and field to better understand and appreciate the conditions which encouraged the productive professional development (PD) practices of one very capable teacher working in a secondary school in the British Midlands. Rather than celebrating this teacher's practices and perspective as evidence of the capacity of the heroic individual to overcome sometimes adverse circumstances, this paper reveals how the experiences of this teacher can be understood as an instance of the socially situated self, engaged by and engaging in an alternative politics to that associated with more managerial conceptions of teacher learning. This research calls for a cautious approach to those renderings of educational practice which construe the creative potential of the habitus, without sufficient regard for the actual conditions which contribute towards this creativity. In this way, this paper is presented not as an example of how one teacher overcame significant barriers to substantive learning practices – as a morality tale for other, individual educators to emulate – but as a provocation to suggest how some teachers' access to professional/community resources helps them sustain a clear focus on substantive learning. 相似文献
6.
Kirsty Finn 《Journal of Education & Work》2017,30(4):419-431
University-to-work transitions tend to be discussed in terms of skills, outcomes and the readiness of graduates for an increasingly insecure and flexible labour market. Such a focus on individual attributes and orientations depicts graduates as lonely and ostensibly rational figures; disembedded from their intimate networks and devoid of emotional context as they navigate their post-university pathways. This article aims to steer the debate in a new, fundamentally relational direction by exploring the role and significance of intimate kin and non-kin relationships for the ways graduates experience and make choices about employment and careers. Drawing on qualitative longitudinal research with women who graduated from universities in the UK between 2009 and 2011, the discussion highlights the value of an explicitly relational perspective for revealing the personal and emotional dimensions of the transition out of higher education. The article concludes that the process of securing work and committing to a career is embedded within the broader experiences of personal life, emotion and (im)mobility and, thus, raises important questions about the role and responsibility of universities at a time when employability metrics are read as a marker of teaching quality. 相似文献
7.
Diane Reay 《Cambridge Journal of Education》2015,45(1):9-23
This paper explores the potential of habitus to provide a window on the psychosocial. The paper works with a notion of psychosocial study as inquiry into the mutual constitution of the individual and the social relations within which they are enmeshed. At the same time it attempts to deepen and enrich notions of habitus. Although the strong focus on agency and structure has overshadowed the role of emotions and the emotional life of individuals within conceptualisations of habitus in Bourdieu’s work, the paper argue that there are strong links between the psychosocial and Bourdieu’s concept of habitus. Drawing on empirical data on the affective aspects of living in an unequal society, the paper seeks to develop a psychosocial understanding of habitus that allows for a better and richer understanding of how the exterior – wider social structures – is experienced and mediated by the interior, the psyche. 相似文献
8.
ABSTRACTThe research focuses on the complexities associated with contemporary rural primary school leadership. The paper draws on in-depth ethnographic research undertaken in two contrasting English rural primary schools and their surrounding community over a period of three years and in particular the experiences and perspectives of the two head teachers from these schools. The paper is conceptually informed by the work of Bourdieu [1984. Distinction: A Social Critique of the Judgement of Taste. London: Routledge and Kegan Paul] and his work around field, habitus and capital as a means of understanding practice. The paper contends that as the neo-liberal economic field increasingly contaminates the field of schooling so a contextual understanding of the complex and shifting social space which a head teacher occupies, including their habitus and the capital they deploy, is of central importance to understanding practice. 相似文献
9.
The form and function(s) of doctoral education continue to be a subject of much debate by stakeholders internal and external
to the university. Notable concerns driving this debate derive from a seemingly discursive array of factors including increasing
student numbers, increased understanding of the economic value of doctoral graduates, capitalisation of the academic market
and a focus on allocating funding using ostensibly narrow, arbitrary measures of ‘program success’ such as completion rates/time
to completion, all framed by a wider debate regarding precisely what constitutes valid knowledge in contemporary society.
Within the university, the biomedical sciences are one area of scholarship undergoing rapid change in this respect. One of
the salient outcomes of these internal and external dialogues is the apparent transition of biomedical doctoral education
towards a ‘training model’ that places increasing emphasis on rapid completion and the generation of ‘industry ready graduates’;
a transition that is, potentially, occurring at the expense of the edifying and transformative aspects of biomedical doctoral
education. Focusing on the effects of academic capitalisation, this paper draws on data from Australia and Europe to examine
the drivers and potential effect(s) of this shift on contemporary doctoral education in the biomedical sciences. This paper
acknowledges the potential benefit of contemporary developments whilst simultaneously concluding that by progressing too far
towards a quantitatively assessed, industry-driven training model we risk eliminating the intellectual and societal transforming
aspects of biomedical doctoral education that make graduates increasingly valuable to our economy and, just as importantly,
to our society as a whole. 相似文献
10.
刘莹 《宁波大学学报(教育科学版)》2023,(3):61-068
家庭教育是个体发展的基础,是贯穿于一生的教育,具有不可替代的作用与价值。基于教育社会学视角,家庭教育场域、惯习和家庭文化资本构成家庭教育的要素。家庭教育中的个体在实践活动中,通过家庭教育场域等要素的彼此关联与协同作用,形成家庭教育共同体,并促进家庭教育中个体的成长与发展。家庭教育中的个体在实践活动中与家庭教育场域、惯习、家庭文化资本深度融合,体现体验性、交互性和发展性的特质。创设以孩子为本的家庭教育场域,培育引领示范的惯习,获取优势的家庭文化资本,进一步助推家庭教育共同体的形成。 相似文献
11.
Mark H. Salisbury Paul D. Umbach Michael B. Paulsen Ernest T. Pascarella 《Research in higher education》2009,50(2):119-143
This study applies an integrated model of college choice to better describe students who do and do not intend to study abroad.
Although internationalization through study abroad is widely touted as a preferred means of developing globally competent
college graduates, very little is known about the factors that influence students’ predisposition to study abroad. This research
explores the impact of financial, human, social, and cultural capital on students’ intent to study abroad. Analysis of data
from the Wabash National Study of Liberal Arts Education (WNSLAE) demonstrates a complex interplay between SES, accumulated
pre-college capital, and capital acquired during the freshman year. Important implications for national policy makers, senior
administrators, study abroad professionals and higher education researchers are discussed. 相似文献
12.
The rapid pace of urbanisation in China has seen a massive increase in the movement of the rural population to work and live in urban regions. In this large-scale migration context, the educational, health, and psychological problems of floating children are becoming increasingly visible. Different from extant studies, we focus our investigation on the rural dispositions of floating children through interviews with leaders, teachers, and students in four schools in Beijing. Drawing on Bourdieu’s key notions of habitus, capital, and field, our study indicates that the rural habitus of floating children can differentiate these children from their urban peers. This habitus can be marginalised and stigmatised in certain fields but can be recognised and valued as capital in other fields. Our paper offers some implications for research and practice in relation to the schooling of floating children. 相似文献
13.
Karen Vaughan 《Vocations and Learning》2010,3(2):157-178
Young adults’ early career development is an increasingly important field of inquiry. With the complexity of modern transitions
from school and the lifelong learning demands of emerging knowledge societies, governments are concerned to improve learning
pathways into, and through, tertiary education and work. Young adults are exploring new learning and work possibilities and
understanding these create a challenge for governments trying to validate their experiences and enhance their employability.
This paper draws on integrated qualitative and statistical cluster analyses of young New Zealanders’ narratives about navigating
learning and work. It draws out theoretical and policy implications, suggesting that work life learning in and outside the
workplace is a key feature of young adults’ lives, though it is experienced differently by different groups. These experiences
need to be taken into account in government policy as the value of providing a range of different learning settings, and of
learning as necessarily lifelong, features increasingly in those policies—albeit in a fairly narrowly defined way. 相似文献
14.
This paper illuminates the experiences of beginning teachers using a participatory perspective approach and drawing on some
of these teachers’ perceptions. We place the ‘subject’ of workplace learning research centrally in understanding the relatedness
between workplaces and novice employees/trainees. This paper builds on previous work by the authors using semi-structured
interviews with 17 beginning teachers in 19 schools that aim to better understand issues associated with beginning teacher
retention. This study explores an application of a framework for evaluating workplaces as from expansive to restrictive learning
environments, whilst examining individuals’ responses to and agency in these environments. In addition, these teachers’ personal
networks were explored to idedntify how they shaped the teachers’ engagement with workplaces. This analysis revealed networks
both internal and external to their schools, and hence a broader view of workplace than is often proposed. Together these
analyses allowed an examination of the relatedness between individual beginning teachers and the schools they experienced.
This paper identifies the significance of ontogeny and expectation that individuals bring to the workplace, along with individuals
exhibiting different agency. These beginning teachers indicate how individuals can be proactive in creating more expansive
learning environments for themselves through the utilisation of personal networks, even when these are not offered. This finding
may have implications for beginning teachers to re-evaluate their potential to become empowered as they begin their careers. 相似文献
15.
Robyn Jorgensen Zevenbergen 《Educational Studies in Mathematics》2011,76(1):87-100
This paper presents a case study of contemporary retail industry and the ways in which young workers participate in that field.
Public perceptions of low numeracy among young people provided the catalyst for the study. Drawing on a mixed-method approach
involving survey, case studies, stimulated recall, observations, and interviews, it was found that young workers approach
their numeracy in ways that have been shaped by their experiences, in particular, digital experiences. In contrast, older
generations hold different views of young people’s numeracy levels and skills, often perceiving them as poor and deficit.
The study challenges the orthodoxy of older generations and argues that young workers have developed new ways of working,
which align strongly with the post-industrial workplace. As a result, there are considerable tensions between the generations
which need to be considered. The paper uses the work of Bourdieu and draws on his notions of habitus, field, and capital to
theorize the outcomes. 相似文献
16.
Using Bourdieu’s concept of doxa to illuminate classed practices in an English fee-paying school 总被引：1，自引：1，他引：0
Gayna Davey 《British Journal of Sociology of Education》2012,33(4):507-525
Especially in research on the ‘classed practice’ of educational decision-making, it is striking how the Bourdieuian concepts of habitus and capital have dominated. With a tendency to focus on the middle-classes’ ability to accumulate and deploy cultural capital, less attention has been given to the role of the educational institution and its place in the field. This article draws from interviews and field notes taken from time spent within a fee-paying school in the south of England. I argue that the school and parents are engaged in the production, display and consumption of cultural capital. Through Bourdieu’s notion of ‘doxa’ we gain an understanding of how the school and parents negotiate a very particular classed practice. 相似文献
17.
The paper explores academic staff and departmental research and teaching cultures in the Education Departments of five universities
in Scotland and England, countries with increasingly diverging public policies in respect of education. The relationship between
research and teaching, how the purposes of universities are defined and the status of research in Education are current UK
higher education policy preoccupations. Data is drawn from interviews with 40 academics, observation of department settings,
documentation and websites. The analysis draws on the work of Bourdieu, considering the changing habitus of individual academics,
their departmental and academic subject context and the forms of symbolic capital now required in Scottish and English Education
departments in response to new policies affecting their academic field. The paper also utilises recent literature on the research–teaching
relationship. The career trajectories of respondents, their habitus and the forms of symbolic capital that they bring to academic
life are examined, as are the extent to which the teaching and research cultures in each of the five departments studied mirror
each other and whether these also reflect the two different policy contexts. The themes how academic cultures are shaped and
research/teaching connections viewed have international as UK relevance. 相似文献
18.
Understanding Learning Culturally: Overcoming the Dualism Between Social and Individual Views of Learning 总被引：1，自引：0，他引：1
This paper identifies limitations within the current literature on understanding learning. Overcoming these limitations entails
replacing dualist views of learning as either individual or social, by using a theory of learning cultures and a cultural
theory of learning, which articulate with each other. To do this, we argue that it is possible and indeed necessary to combine
major elements of participatory or situated views of learning with elements of Deweyan embodied construction. Bourdieu’s concepts
of habitus and field are used to achieve this purpose, together with the use of ‘becoming’ as a metaphor to help understand
learning more holistically. This theorizing has a predominantly heuristic purpose, and we argue that it enables researchers
to better explain data. We also suggest that a cultural approach of the sort proposed here leads toward the asking of better
questions about learning and its improvement and has high practical significance.
相似文献
| Phil HodkinsonEmail: |
19.
Soniia David Christopher Asamoah 《The Journal of Agricultural Education and Extension》2013,19(3):239-252
Abstract Based on a case study of Ghanaian cocoa farmers who attended farmer field schools (FFS), this paper explores the impact of the FFS methodology on farmers’ technical knowledge, experimentation, knowledge diffusion, group formation and social skills as a way of assessing whether the relatively high costs associated with the method is justified. We carried out focus group discussions for exploratory purposes and a formal survey of 70 FFS graduates and 70 non-FFS farmers. The superior knowledge test scores of FFS graduates relative to non-FFS farmers demonstrates the effectiveness of the method for communicating complex knowledge and information to farmers in a way that allows them to understand it and retain it. An assessment of changes in farmers’ experimental capacity showed variable results. On the one hand, a significant proportion of FFS graduates applied some of the principles and practices learned to solve productivity problems with other crops, while others did not perceive any change in their experimentation behaviour. Significantly, an important skill farmers learned in the FFS was making observations on cocoa trees and the wider ecosystem as the basis for decision-making. The case study confirmed that FFS strengthened social cohesion among cocoa farmers and enhanced individual social skills by creating new networks for knowledge exchange and support, promoting group formation and improving farmers’ confidence and ability to work more effectively in groups. The paper concludes by recommending areas for improving FFS and highlights how strengthening human and social capital in cocoa growing communities can serve as a springboard for broader development activities. 相似文献
20.
Sally Tweddle 《English in Education》1997,31(2):5-13
The initial observations of English teachers that computers have the potential to support collaboration, creativity, independent learning, subversion and reflection have been confirmed by fifteen years of work in the field, as have early concerns that computers could be used to direct inappropriate activities. Questions about the role of the teacher, the function of the computer, as well as the nature of pupils' learning when using IT, are now much better understood. Yet changes in the educational context within which English teachers are working, new understandings engendered by major curriculum projects and developments in the technologies themselves have brought about a shift in understanding of the significance of IT and its impact on the English curriculum. This paper shows how publications from the NATEMCET stable reflect the emergence of the field of English and IT. 相似文献