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61.
Christopher J. Cushion Mark Griffiths Kathleen Armour 《Sport, Education and Society》2019,24(5):533-546
Professional coach educators are key to the success of coach education and play a crucial role in developing coaching practice. However, coach education research remains remarkably coach centric with little attention paid to the coach educator or the broader role of the socio-cultural context that frames the learning process. Four professional coach educators working for a Sport Governing Body in-situ with twenty five professional clubs took part in interviews and focus groups over the course of a year. In addition, interviews were undertaken with nine academy managers and thirty two coaches as well as observations in eight of the clubs. This paper focuses on the coach educators specifically and aims to understand the nature of coach educators' social reality and practice by examining something of the relational nature of the coach educators and their practice in context. Using the work of Bourdieu the paper engages in epistemic reflexivity and attempts to uncover coach educators' social and intellectual unconscious embedded in and reflected through their social practice. Findings show the operation of a number of socially constructed legitimating principles where the success or failure of the coach educator's practice and learning was inextricably linked to power. Each club (field) was a field of struggles, and coach educators had to play a symbolic and relational game being defined by and, at the same time, struggling to define these relations. Hence practice for the coach educators was both social and embodied. 相似文献
62.
Una O’Connor Felicity Hasson Christine McKeever Jayne Finlay 《Journal of Research in Special Educational Needs》2021,21(2):146-155
The assistant workforce is a constituent presence in all schools. Progressive reconfiguration of the role has resulted in a hybrid position, with assistants customarily navigating power relationships in the hierarchy of the school. This paper employs Bourdieu’s theory of social fields, in particular, his system of relations, as a means to consider the intersection of habitus and capital amongst assistants in special schools in Northern Ireland. Using this analytic approach, focus group interviews with Classroom Assistants and Health Assistants explored their current deployment, their interaction with each other and with teachers. Data was collected from 47 participants across 7 special schools, with interviews transcribed and thematically analysed. Findings revealed assistants as a workforce in transition, whose conventional habitus has been steadily disrupted by a supply and demand culture often at variance with the origins of the post. Whilst such divergence has the potential to create a site of struggle, the burgeoning social and cultural capital held by assistants has, instead, re-configured their perceived position within the special school environment, creating more porous professional boundaries and an increasingly fluid professional identity. These explanatory insights offer a fresh perspective for further research into this pivotal yet under-researched group in Northern Ireland. 相似文献
63.
Governments and educational institutions promote study abroad in the belief that it offers valuable learning experiences for all students. Yet studies suggest that equitable access to study abroad is more myth than reality. This study took a narrative approach supported by survey data to explore this issue at one Australian university. The survey indicated that the majority of students are effectively excluded from the university's Student Exchange Programme, and that those included generally have high cultural, social and economic capital. Interviews revealed how multiple dimensions of privilege typically work to make study abroad imaginable, affordable and do-able for some. These findings are complicated by one student's atypical narrative, which serves to raise further questions for research. 相似文献
64.
Intercultural interaction plays an important role in contributing to international students’ learning and wellbeing in the host country. While research on international students’ intercultural interactions reveals multifaceted aspects of personal and social factors, there is a tendency to consider language barrier and cultural differences as individual factors that constrain their interactions with the institutional community. Drawing on 105 interviews with international students in Australian vocational education and training and dual sector institutions, this paper examines international students’ intercultural interactions in host institutions and the factors that act as enablers or inhibitors for intercultural interactions. It highlights the social and structural conditions in creating symbolic capital of elitist Anglo-Australian culture and English language, and social differentiation. This paper offers insights into understanding the legitimacy of such elitism, in hope that future conceptualisation, research and practices of intercultural interactions may locate international students within their cultural diversity. 相似文献
65.
Elizabeth Grierson 《Educational Philosophy and Theory》2015,47(6):546-562
AbstractThis article seeks to investigate art in public urban space via a process of activating aesthetics as a way of enhancing pedagogies of engagement. It does this firstly by addressing the question of aesthetics in Enlightenment and twentieth-century frames; then it seeks to understand how artworks may be approached ontologically and epistemologically. The discussion works with the philosophical lenses of two different thinkers: Heidegger, in ‘Building Dwelling Thinking’ and ‘The Origin of the Work of Art’, and Marxist sociologist, Bourdieu with his work on a theory of practice and habitus. It asks how art may work in the meaning-making processes of place and the human subject in terms of ontological difference (Heidegger) and dispositional capital (Bourdieu). In bringing these different organising principles of interpretation to specific works of art, the discussion draws from locational research undertaken in Newcastle/Gateshead and Melbourne. 相似文献
66.
Jo Warin 《British Journal of Sociology of Education》2015,36(5):689-706
This article contributes to ongoing discussion of the Bourdieusian concept of cultural capital and current attempts to elaborate this concept and its derivatives. The paper identifies ‘identity capital’, the capacity to create a narrative of social and self-awareness by constructing a flexible sense of self. This concept explains findings from a longitudinal ethnography with nine children and young people over a 13-year period from pre-school to the age of 17. Analysis of the data shows that this particular capacity is developed through certain kinds of privileged discourses and the opportunities provided within socially advantaged schools and families. Two case studies are selected to reveal how identity capital interacts with other identifiable forms of capital that compound and entrench each other. The paper concludes by arguing that deficiencies in identity capital could be addressed within schooling in order to support the creation of this important resource. 相似文献
67.
Ann-Marie Bathmaker 《Cambridge Journal of Education》2015,45(1):61-80
This paper uses Bourdieu’s concept of ‘field’ as a tool to examine higher education participation in England in the context of diversified and differentiated provision. Admissions practices for courses in two institutions offering tertiary and higher education demonstrate how the official rules of the game shape the experience of students moving into and through HE on vocational and alternative routes. These examples suggest that rules created for the ‘selective’ part of the HE field can have perverse effects on other parts of the field, creating barriers rather than bridges for students seeking to participate in HE via alternative routes. The paper concludes by considering the strengths and limitations of using Bourdieu’s tools for understanding diversification in HE. Does using Bourdieu lead to the inevitable conclusion that diversity is a form of diversion, directing a proportion of the population through an easily accessible, but ultimately less rewarding path, or can Bourdieu’s tools suggest possibilities for transformation and change? 相似文献
68.
Public spending reductions across the advanced capitalist world are creating new professions that have a ‘hybrid’ status and/or role. However, research on professional learning has paid little attention to them. This qualitative study of one such profession, public service interpreting (PSI), addresses that lacuna. The paper focuses on interpreters’ interactions with other professionals and with migrants using public services. It evokes Bourdieu’s important but neglected concept of illusio – the extent to which players invest commitment in the stakes of a field – to frame the analysis. This highlights the lack of autonomy for PSI, interpreters’ own ambiguous illusio, and their conflicts with the illusio of more powerful professions with which they must work. We conclude that there is a need for more research on the power relations between new hybrid professions and established professions, and that Bourdieu’s illusio is a potent analytical concept for this task. 相似文献
69.
Karin Doolan Saša Puzić Branislava Baranović 《Journal of Further & Higher Education》2018,42(4):467-481
This article provides a panoramic view of research findings on social inequalities in access to higher education in Croatia since the 1960s, guided by the question of what has changed in the findings. Our review shows that there is stark continuity over the last five decades: students from better educated family backgrounds tend to be overrepresented in higher education; students from better educated and white-collar family backgrounds are more likely to enrol in academic as opposed to professional study courses; students at one Croatian university in particular stand out in terms of their more privileged social background; and medicine seems to be the prime academic field for observing social reproduction. We note that these persistent findings run parallel to a dramatically changing political, economic and social context in Croatia, including transformations in the 1990s resulting from social ownership of the means of production to widespread private ownership, as well as transformations from a one-party political system to the establishment of a multi-party political system. The article maps possible theoretical explanations for the resilience of social inequalities in access to higher education in the context of dynamic times. It also questions the role of educational policies in this process. 相似文献
70.
Karley Beckman Tiffani Apps Sue Bennett Lori Lockyer 《Learning, Media and Technology》2018,43(2):197-210
Evidence from large-scale studies of primary and secondary students’ technology practices at school over the last decade show disparities in student practices and suggest that schools need to do more to cater for all students. Research that explores the influence of social and cultural factors may be useful for understanding such inequality in student practice. Bourdieu’s theory of practice [(1977). Outline of a Theory of Practice. London: Cambridge University Press] is proposed as an example of a sociological theory that can be adopted in educational technology research to move towards understanding the wider complexities of technology practice. To encourage discourse and application of Bourdieu’s sociology in the field of educational technology research, this paper provides an introduction to the theory, a review of its application in research of primary and secondary students’ technology practice and relevant conceptual work. The paper presents a conceptual framework based on Bourdieu’s theory that has been developed through two recent studies, and review of empirical and conceptual works and invites its application in future research so that it can be critiqued and further developed. 相似文献