Pub Date : 2023-11-02DOI: 10.1080/09620214.2023.2274612
Emma Simpson
This paper argues that processes of marginalisation experienced by white working-class students provide insight into systemic problems with the English education system. White British students eligible for Free School Meals (FSM) are a low attaining group. This research investigates factors affecting their engagement and achievement. Fieldwork in three comprehensive secondary schools in a London borough used qualitative methods to gather data on the perspectives of staff, students and parents. Using Bourdieu’s conceptual tools to guide the analysis, the study found that performance pressure and funding cuts can result in an institutional habitus which privileges academic attainment, side-lines the social and emotional aspects of learning and misrecognises working-class capitals. Such habitus fosters pedagogic practices which reduce levels of felt safety and limit opportunities to actively engage and exercise agency in the classroom. These conditions often make fragile the learner identity of white working-class students (and others) and prompt disengagement from school.
{"title":"Canary in the mine: what white working-class underachievement reveals about processes of marginalisation in English secondary education","authors":"Emma Simpson","doi":"10.1080/09620214.2023.2274612","DOIUrl":"https://doi.org/10.1080/09620214.2023.2274612","url":null,"abstract":"This paper argues that processes of marginalisation experienced by white working-class students provide insight into systemic problems with the English education system. White British students eligible for Free School Meals (FSM) are a low attaining group. This research investigates factors affecting their engagement and achievement. Fieldwork in three comprehensive secondary schools in a London borough used qualitative methods to gather data on the perspectives of staff, students and parents. Using Bourdieu’s conceptual tools to guide the analysis, the study found that performance pressure and funding cuts can result in an institutional habitus which privileges academic attainment, side-lines the social and emotional aspects of learning and misrecognises working-class capitals. Such habitus fosters pedagogic practices which reduce levels of felt safety and limit opportunities to actively engage and exercise agency in the classroom. These conditions often make fragile the learner identity of white working-class students (and others) and prompt disengagement from school.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"61 5part1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135934781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-02DOI: 10.1080/09620214.2023.2276753
Christina Haas
Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).
点击放大图片点击缩小图片披露声明作者未发现潜在的利益冲突。
{"title":"Constructing the Higher Education Student: Perspectives from across Europe <b>Constructing the Higher Education Student: Perspectives from across Europe</b> , by R. Brooks, A. Gupta, A. Jayadeva, A. Lainio and P. Lazetic, Bristol, Policy Press, 2022, 224 pp., $45.95 (paperback & open access), ISBN: 978-1447359623","authors":"Christina Haas","doi":"10.1080/09620214.2023.2276753","DOIUrl":"https://doi.org/10.1080/09620214.2023.2276753","url":null,"abstract":"Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"6 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135972970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-25DOI: 10.1080/09620214.2023.2258141
Michael Scott, Kristin Natalier
It is widely argued that the arts have a range of cultural, economic, and educational benefits. However, under state austerity arts curricula are devalued in favour of industry skills. To address this gap in arts education, a new type of student focussed informal arts engagement program has emerged. This article draws on a qualitative study of disadvantaged Australian secondary students’ experience of an arts engagement program and explores their experiences through Bourdieusian concepts. We observe how students’ homologous position allowed an immediate appreciation of the arts and note how their habitus frame the arts as ‘work’ and as a technical accomplishment. An illusio in the arts as career emerged from these understandings. We suggest informal arts programs act as a collective gift within a weak cycle of reciprocity, but without expanded in-school opportunities fall short in offering students new ways of understanding the place and value of the arts.
{"title":"Informal arts engagement programs in disadvantaged schools: student aspirations and creative limits","authors":"Michael Scott, Kristin Natalier","doi":"10.1080/09620214.2023.2258141","DOIUrl":"https://doi.org/10.1080/09620214.2023.2258141","url":null,"abstract":"It is widely argued that the arts have a range of cultural, economic, and educational benefits. However, under state austerity arts curricula are devalued in favour of industry skills. To address this gap in arts education, a new type of student focussed informal arts engagement program has emerged. This article draws on a qualitative study of disadvantaged Australian secondary students’ experience of an arts engagement program and explores their experiences through Bourdieusian concepts. We observe how students’ homologous position allowed an immediate appreciation of the arts and note how their habitus frame the arts as ‘work’ and as a technical accomplishment. An illusio in the arts as career emerged from these understandings. We suggest informal arts programs act as a collective gift within a weak cycle of reciprocity, but without expanded in-school opportunities fall short in offering students new ways of understanding the place and value of the arts.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"2013 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135817062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-25DOI: 10.1080/09620214.2023.2258387
Quentin Maire, Christina Ho
Asian migrant students are typically considered as educational paragons in the West. They have been shown to surpass other students in standard indicators of educational success. However, viewing this success with a purely ethnic framework is inadequate and essentialising. It conflates the experiences of various groups into a homogenised ‘Asian’ category and ignores the crucial role played by other properties and processes, such as social class and engagement with hierarchical education systems. This paper incorporates these multiple dimensions to provide a fuller account of ‘Asian’ success. Using large scale longitudinal survey data from Australia, we demonstrate the internal differences in the educational outcomes of Asian groups, and outline the stratifying role played by parental cultural capital. Most importantly, we show how unequal engagement with schools and the curriculum produces unequal outcomes. This intersectional approach enables a more theoretically integrated understanding of the factors that produce educational inequality in diverse societies.
{"title":"Cultural capital on the move: ethnic and class distinctions in Asian-Australian academic achievement","authors":"Quentin Maire, Christina Ho","doi":"10.1080/09620214.2023.2258387","DOIUrl":"https://doi.org/10.1080/09620214.2023.2258387","url":null,"abstract":"Asian migrant students are typically considered as educational paragons in the West. They have been shown to surpass other students in standard indicators of educational success. However, viewing this success with a purely ethnic framework is inadequate and essentialising. It conflates the experiences of various groups into a homogenised ‘Asian’ category and ignores the crucial role played by other properties and processes, such as social class and engagement with hierarchical education systems. This paper incorporates these multiple dimensions to provide a fuller account of ‘Asian’ success. Using large scale longitudinal survey data from Australia, we demonstrate the internal differences in the educational outcomes of Asian groups, and outline the stratifying role played by parental cultural capital. Most importantly, we show how unequal engagement with schools and the curriculum produces unequal outcomes. This intersectional approach enables a more theoretically integrated understanding of the factors that produce educational inequality in diverse societies.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-05DOI: 10.1080/09620214.2023.2249925
Shiran German Ben-Hayun, I. Berkovich
{"title":"Analysis of media reporting on desecularization in non-religious public education in Israel","authors":"Shiran German Ben-Hayun, I. Berkovich","doi":"10.1080/09620214.2023.2249925","DOIUrl":"https://doi.org/10.1080/09620214.2023.2249925","url":null,"abstract":"","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48100700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-07DOI: 10.1080/09620214.2023.2243963
F. Parziale
{"title":"A bourdieusian analysis of vaccine hesitancy. The case of Italian upper secondary school students","authors":"F. Parziale","doi":"10.1080/09620214.2023.2243963","DOIUrl":"https://doi.org/10.1080/09620214.2023.2243963","url":null,"abstract":"","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49173251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-02DOI: 10.1080/09620214.2023.2243282
Marie‐Pierre Moreau, Sarah A. Robert
{"title":"Re/Definitions of teachers and teaching work in UK and US policy discourses under Covid-19 and their implications for social justice","authors":"Marie‐Pierre Moreau, Sarah A. Robert","doi":"10.1080/09620214.2023.2243282","DOIUrl":"https://doi.org/10.1080/09620214.2023.2243282","url":null,"abstract":"","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59603433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-05DOI: 10.1080/09620214.2023.2230980
Andrew Pennington, F. Su, M. Wood
{"title":"‘Untangling the entangled knot’: a critical and genealogical examination of Multi-Academy Trusts’ (MATs) ideologies, power and governance in England","authors":"Andrew Pennington, F. Su, M. Wood","doi":"10.1080/09620214.2023.2230980","DOIUrl":"https://doi.org/10.1080/09620214.2023.2230980","url":null,"abstract":"","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43721992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A common criticisms of school choice programs is that, instead of improving student achievement, they would increase school segregation. Parents may use different criteria to choose a school, such as proximity, school quality, or the school's ethnic/racial composition. As a result, the system would be segregated based on the parent's preferences. This research examines the school preferences of indigenous parents and whether ethnic discrimination influences their decision-making process. Longitudinal national-level data from Chile were analyzed using OLS with fixed effects. The results show that indigenous students, particularly those who have suffered ethnic discrimination in middle school, prefer high schools with a higher percentage of indigenous students. Furthermore, it was found that the level of acts of discrimination occurring in middle schools increases as the percentage of indigenous students rises. However, when the proportion of indigenous and non-indigenous students is similar, indigenous students are less likely to face discrimination.
{"title":"Are the school choices of indigenous students affected by discrimination? Evidence from Chile","authors":"Alvaro Hofflinger, Cristóbal Villalobos, Loreto Cárdenas, Ernesto Treviño","doi":"10.1080/09620214.2023.2211607","DOIUrl":"https://doi.org/10.1080/09620214.2023.2211607","url":null,"abstract":"A common criticisms of school choice programs is that, instead of improving student achievement, they would increase school segregation. Parents may use different criteria to choose a school, such as proximity, school quality, or the school's ethnic/racial composition. As a result, the system would be segregated based on the parent's preferences. This research examines the school preferences of indigenous parents and whether ethnic discrimination influences their decision-making process. Longitudinal national-level data from Chile were analyzed using OLS with fixed effects. The results show that indigenous students, particularly those who have suffered ethnic discrimination in middle school, prefer high schools with a higher percentage of indigenous students. Furthermore, it was found that the level of acts of discrimination occurring in middle schools increases as the percentage of indigenous students rises. However, when the proportion of indigenous and non-indigenous students is similar, indigenous students are less likely to face discrimination.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135239189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/09620214.2022.2068640
Yi’En Cheng
ABSTRACT Higher education spaces are where ideas about citizenships, social norms, and values are mediated between state and youth citizens. In recent years, there has been a rise of new American-style liberal arts initiatives in East Asia, and yet little attention paid to the interface between liberal arts education and youth politics in this region. This article draws upon qualitative research conducted between 2017 and 2019 at two liberal arts universities in Shanghai and Singapore to examine how students fashion political subjectivities and meanings within the spaces that they live and learn in. It argues for a capacious conceptualisation of youth politics to analyse political subjectivities and sentiments as enmeshed in a relational field tied to wider-scale understandings of social movements and progressive ideals. To do so, conventional framings of universities as sites of political mobilisations need to be recast as sites of political citizenship experiments.
{"title":"Political citizenship experiments: young people’s quotidian politics and (a)political subjectivities in East Asian liberal arts universities","authors":"Yi’En Cheng","doi":"10.1080/09620214.2022.2068640","DOIUrl":"https://doi.org/10.1080/09620214.2022.2068640","url":null,"abstract":"ABSTRACT Higher education spaces are where ideas about citizenships, social norms, and values are mediated between state and youth citizens. In recent years, there has been a rise of new American-style liberal arts initiatives in East Asia, and yet little attention paid to the interface between liberal arts education and youth politics in this region. This article draws upon qualitative research conducted between 2017 and 2019 at two liberal arts universities in Shanghai and Singapore to examine how students fashion political subjectivities and meanings within the spaces that they live and learn in. It argues for a capacious conceptualisation of youth politics to analyse political subjectivities and sentiments as enmeshed in a relational field tied to wider-scale understandings of social movements and progressive ideals. To do so, conventional framings of universities as sites of political mobilisations need to be recast as sites of political citizenship experiments.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"32 1","pages":"337 - 359"},"PeriodicalIF":1.3,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42888437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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