Pub Date : 2022-07-04DOI: 10.1080/0305764X.2022.2040952
M. Bhowmik, K. Kennedy
ABSTRACT Minoritised students with dis/abilities in Hong Kong may face aggregated challenges. As a minoritised student with dis/ability or impairment, they may be doubly marginalised or triply marginalised, as in the case of a female or poor minoritised student with dis/ability or impairment. Little is known, however, about these students or about the underpinning philosophies of existing support. Adopting an intersectionality approach and dis/ability critical race theory (DisCrit), this paper explores the educational provision and existing support measures for minoritised students with dis/abilities and the issues and challenges faced by them. It draws on various policy documents from related government departments and others. The paper presents three theoretical arguments: (1) that dis/ability discourse needs to be more inclusive; (2) that the medical model currently provides limited support for minoritised students with dis/abilities in Hong Kong; and (3) that a social model, rather than the current medical model would provide inclusive support.
{"title":"Reconceptualization of support and policy for minoritised students with dis/abilities in Hong Kong","authors":"M. Bhowmik, K. Kennedy","doi":"10.1080/0305764X.2022.2040952","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2040952","url":null,"abstract":"ABSTRACT Minoritised students with dis/abilities in Hong Kong may face aggregated challenges. As a minoritised student with dis/ability or impairment, they may be doubly marginalised or triply marginalised, as in the case of a female or poor minoritised student with dis/ability or impairment. Little is known, however, about these students or about the underpinning philosophies of existing support. Adopting an intersectionality approach and dis/ability critical race theory (DisCrit), this paper explores the educational provision and existing support measures for minoritised students with dis/abilities and the issues and challenges faced by them. It draws on various policy documents from related government departments and others. The paper presents three theoretical arguments: (1) that dis/ability discourse needs to be more inclusive; (2) that the medical model currently provides limited support for minoritised students with dis/abilities in Hong Kong; and (3) that a social model, rather than the current medical model would provide inclusive support.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":"519 - 537"},"PeriodicalIF":2.3,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45876606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-27DOI: 10.1080/0305764X.2022.2047892
Emma Ellis, A. Reupert, Marie Hammer
ABSTRACT Three Australian Government reports released between 2011 and 2017 highlight a child development theory–practice gap in Australian early childhood initial teacher education. This qualitative study explores what informs university lecturers’ teaching of child development theory in tertiary programmes. Grounded in Interpretative Phenomenological Analysis, four themes are discussed from a Freirean inspired perspective. According to those interviewed, institutional culture and the practice focus of regulatory bodies strongly informs the teaching of child development with systemic practices often experienced as oppressive. The minimisation of early childhood content in combined early childhood/primary degrees also informed practice, but fostered a sense of marginalisation for many. Liberation was also evident as participants indicated that, despite many challenges, professional values, including commitment, tenacity and respect, informed their teaching practice. Implications for Australian universities and regulatory bodies are discussed with findings serving as a case example with international applicability to tertiary education policy and practice review.
{"title":"‘We’re just touching the surface’: Australian university lecturers’ experiences of teaching theories of child development in early childhood teacher education programs","authors":"Emma Ellis, A. Reupert, Marie Hammer","doi":"10.1080/0305764X.2022.2047892","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2047892","url":null,"abstract":"ABSTRACT Three Australian Government reports released between 2011 and 2017 highlight a child development theory–practice gap in Australian early childhood initial teacher education. This qualitative study explores what informs university lecturers’ teaching of child development theory in tertiary programmes. Grounded in Interpretative Phenomenological Analysis, four themes are discussed from a Freirean inspired perspective. According to those interviewed, institutional culture and the practice focus of regulatory bodies strongly informs the teaching of child development with systemic practices often experienced as oppressive. The minimisation of early childhood content in combined early childhood/primary degrees also informed practice, but fostered a sense of marginalisation for many. Liberation was also evident as participants indicated that, despite many challenges, professional values, including commitment, tenacity and respect, informed their teaching practice. Implications for Australian universities and regulatory bodies are discussed with findings serving as a case example with international applicability to tertiary education policy and practice review.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":"715 - 733"},"PeriodicalIF":2.3,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42589387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-25DOI: 10.1080/0305764X.2022.2044758
J. Appiah-Kubi, E. Amoako
ABSTRACT While some parents actively participate in their children’s education, others have been passive in playing this role. This qualitative research was conducted with parents of pupils in a Basic School as well as the teachers of primary classes four, five and six. Participants were purposively sampled due to their experience and knowledge in issues related to parents’ participation and non-participation in their children’s education. Findings revealed that parental participation stems from some parents’ belief that their active participation in their children’s education is part of their training. Barriers to parental participation in their children’s education include the high cost of living, which keeps parents preoccupied with economic ventures, and low self-esteem due to some parents’ illiteracy, which makes them feel they cannot offer much besides paying their children’s school fees. The authors recommend that school authorities include parents in planning programmes in which parents are expected to participate.
{"title":"Factors that motivate and encumber parental participation in children’s education in Ghana","authors":"J. Appiah-Kubi, E. Amoako","doi":"10.1080/0305764X.2022.2044758","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2044758","url":null,"abstract":"ABSTRACT While some parents actively participate in their children’s education, others have been passive in playing this role. This qualitative research was conducted with parents of pupils in a Basic School as well as the teachers of primary classes four, five and six. Participants were purposively sampled due to their experience and knowledge in issues related to parents’ participation and non-participation in their children’s education. Findings revealed that parental participation stems from some parents’ belief that their active participation in their children’s education is part of their training. Barriers to parental participation in their children’s education include the high cost of living, which keeps parents preoccupied with economic ventures, and low self-esteem due to some parents’ illiteracy, which makes them feel they cannot offer much besides paying their children’s school fees. The authors recommend that school authorities include parents in planning programmes in which parents are expected to participate.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":"579 - 594"},"PeriodicalIF":2.3,"publicationDate":"2022-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46014802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-20DOI: 10.1080/0305764X.2022.2075323
Anna Lyngfelt, K. Sporre, David Lifmark, Annika Lilja, C. Osbeck, Olof Franck
ABSTRACT The overarching aim is to explore what teachers perceive as the opportunities provided by using literature in ethics education in compulsory school. When being interviewed, in what ways do the teachers express views on the potential of fiction to encourage students to accept certain human conditions as imaginable, or to create motivation for ethical change, by means of the capacity of fiction to evoke feelings? Also, in what ways do the teachers interviewed consider fiction to be useful for evoking thoughts about how something could have turned out, in situations that are morally complex? What makes compassion grow within human beings are linked in this article to the concepts as is and as if in play research (cf). Analytical tools are developed and used to explain how, and why, the use of literature is suitable for work with ethics in compulsory school.
{"title":"Bridging ‘as is’ and ‘as if’ by reading fiction in ethics education","authors":"Anna Lyngfelt, K. Sporre, David Lifmark, Annika Lilja, C. Osbeck, Olof Franck","doi":"10.1080/0305764X.2022.2075323","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2075323","url":null,"abstract":"ABSTRACT The overarching aim is to explore what teachers perceive as the opportunities provided by using literature in ethics education in compulsory school. When being interviewed, in what ways do the teachers express views on the potential of fiction to encourage students to accept certain human conditions as imaginable, or to create motivation for ethical change, by means of the capacity of fiction to evoke feelings? Also, in what ways do the teachers interviewed consider fiction to be useful for evoking thoughts about how something could have turned out, in situations that are morally complex? What makes compassion grow within human beings are linked in this article to the concepts as is and as if in play research (cf). Analytical tools are developed and used to explain how, and why, the use of literature is suitable for work with ethics in compulsory school.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"53 1","pages":"63 - 77"},"PeriodicalIF":2.3,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47702783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-20DOI: 10.1080/0305764X.2022.2083076
Cathleen Halligan, E. Baines
ABSTRACT Grouping students at secondary school based on attainment is a prevalent practice in English schools. Despite this, research has suggested that those placed in low attaining groups are disadvantaged by their placement. This study aimed to provide an account of student engagement, teacher interactions and pedagogical approaches employed by English teachers. A mixed method, multiple case study design was used to report on classroom practices and student engagement in three low attaining Year 10 English classes in two secondary schools. Information was gathered using semi-structured interviews with teachers and students and lesson observations. Findings suggest that teachers of these classes promoted engagement by developing positive student–teacher relationships through praise that encouraged learning, minimising negative reprimands and adapting teaching to respond to their students’ needs. The authors suggest that strategic use of these practices allows teachers to develop positive relationships with students, providing the foundation for engagement in lessons.
{"title":"How do teachers engage students in the lowest attaining English sets in high achieving schools? A mixed methods, multiple case study","authors":"Cathleen Halligan, E. Baines","doi":"10.1080/0305764X.2022.2083076","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2083076","url":null,"abstract":"ABSTRACT Grouping students at secondary school based on attainment is a prevalent practice in English schools. Despite this, research has suggested that those placed in low attaining groups are disadvantaged by their placement. This study aimed to provide an account of student engagement, teacher interactions and pedagogical approaches employed by English teachers. A mixed method, multiple case study design was used to report on classroom practices and student engagement in three low attaining Year 10 English classes in two secondary schools. Information was gathered using semi-structured interviews with teachers and students and lesson observations. Findings suggest that teachers of these classes promoted engagement by developing positive student–teacher relationships through praise that encouraged learning, minimising negative reprimands and adapting teaching to respond to their students’ needs. The authors suggest that strategic use of these practices allows teachers to develop positive relationships with students, providing the foundation for engagement in lessons.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"53 1","pages":"97 - 116"},"PeriodicalIF":2.3,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43794583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-20DOI: 10.1080/0305764X.2022.2049209
H. Jo
ABSTRACT Despite the growing importance of shadow education, literature on middle-class parental involvement has focused on the significance of family–school partnerships, and has neglected to examine the influence of parental involvement in terms of shadow education. Drawing on narratives of middle-class Korean mothers, this study explores their strategies and practices for shadow education to provide their children with a meaningful advantage in academic competition. It applies Bourdieu’s social capital theory to understand their struggle for high-quality shadow education, and finds a strong impact of networks of mothers for effective interaction with the education marketplace. In this regard, the author suggests a concept of ‘market-based parental involvement’, which is distinguished from the traditional form of middle-class parental involvement based on family–school partnerships.
{"title":"Market-based parental involvement: impact of networks of middle-class mothers in the education marketplace","authors":"H. Jo","doi":"10.1080/0305764X.2022.2049209","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2049209","url":null,"abstract":"ABSTRACT Despite the growing importance of shadow education, literature on middle-class parental involvement has focused on the significance of family–school partnerships, and has neglected to examine the influence of parental involvement in terms of shadow education. Drawing on narratives of middle-class Korean mothers, this study explores their strategies and practices for shadow education to provide their children with a meaningful advantage in academic competition. It applies Bourdieu’s social capital theory to understand their struggle for high-quality shadow education, and finds a strong impact of networks of mothers for effective interaction with the education marketplace. In this regard, the author suggests a concept of ‘market-based parental involvement’, which is distinguished from the traditional form of middle-class parental involvement based on family–school partnerships.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":"759 - 774"},"PeriodicalIF":2.3,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47919548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-15DOI: 10.1080/0305764X.2022.2081669
Jen Aggleton
ABSTRACT The medium of illustrated novels has been neglected by educational research, and the limited current research on the influence of illustrations on a reader’s mental images is largely negative in tone. However, by adopting a participatory multiple case study methodology, this research provides a new understanding of the nature of mental picturing when reading illustrated novels. In exploring the responses of five 9–10-year-old participants to three illustrated novels, this study demonstrates that the interactions between illustrations and mental pictures are more complex than previously theorised. In addition, far from having a negative impact upon mental picturing, the potential of illustrations to interact with mental pictures should be embraced by practitioners as an opportunity for growth, enjoyment, and increased criticality and creativity.
{"title":"Pictures and picturing: mental imagery whilst reading illustrated novels","authors":"Jen Aggleton","doi":"10.1080/0305764X.2022.2081669","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2081669","url":null,"abstract":"ABSTRACT The medium of illustrated novels has been neglected by educational research, and the limited current research on the influence of illustrations on a reader’s mental images is largely negative in tone. However, by adopting a participatory multiple case study methodology, this research provides a new understanding of the nature of mental picturing when reading illustrated novels. In exploring the responses of five 9–10-year-old participants to three illustrated novels, this study demonstrates that the interactions between illustrations and mental pictures are more complex than previously theorised. In addition, far from having a negative impact upon mental picturing, the potential of illustrations to interact with mental pictures should be embraced by practitioners as an opportunity for growth, enjoyment, and increased criticality and creativity.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"53 1","pages":"79 - 95"},"PeriodicalIF":2.3,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43786255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-22DOI: 10.1080/0305764X.2022.2069227
Haniye Seyri, Mostafa Nazari
ABSTRACT This study explored the co-constitutive influence of past experiences, present engagement in practice, and future self-images on the identity reconstruction of three novice language teachers. Drawing on practicum journals and narratives over a three-year period, the study explores the process of teacher identity reconstruction from the teacher education programme to the second year of teaching. The findings show how critical studentship experiences guided the teachers’ career identity as prospective teachers and how this identity turned into a site of dissonance between practicum experiences and the identity constructed in practice. In particular, context functioned as a main source of teachers’ resisted identities, emotional conflicts and turnover intentions. Moreover, the findings highlight the significance of creating a nexus between teacher education programmes and actual teaching practices. We provide implications and pedagogical alternatives for establishing such a nexus to facilitate student teachers’ transition to the teaching practice and reduce the associated tensions.
{"title":"From practicum to the second year of teaching: examining novice teacher identity reconstruction","authors":"Haniye Seyri, Mostafa Nazari","doi":"10.1080/0305764X.2022.2069227","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2069227","url":null,"abstract":"ABSTRACT This study explored the co-constitutive influence of past experiences, present engagement in practice, and future self-images on the identity reconstruction of three novice language teachers. Drawing on practicum journals and narratives over a three-year period, the study explores the process of teacher identity reconstruction from the teacher education programme to the second year of teaching. The findings show how critical studentship experiences guided the teachers’ career identity as prospective teachers and how this identity turned into a site of dissonance between practicum experiences and the identity constructed in practice. In particular, context functioned as a main source of teachers’ resisted identities, emotional conflicts and turnover intentions. Moreover, the findings highlight the significance of creating a nexus between teacher education programmes and actual teaching practices. We provide implications and pedagogical alternatives for establishing such a nexus to facilitate student teachers’ transition to the teaching practice and reduce the associated tensions.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"53 1","pages":"43 - 62"},"PeriodicalIF":2.3,"publicationDate":"2022-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46876993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-16DOI: 10.1080/0305764X.2022.2056143
Chi-Ming Lam
ABSTRACT Dialogic teaching has been demonstrated to be conducive to the development of important competencies and skills such as creativity, communication skills and critical thinking skills. Yet, the literature confirms that teacher–student interactions in the classroom are predominantly monologic rather than dialogic across subjects, grades and countries. This article reports the results of a study that evaluates the effectiveness of a Philosophy for Children (P4C) programme in facilitating the development of dialogic and inquiry teaching in teachers in Hong Kong. In the study, training and support were provided for teachers to enable them to teach P4C to their students during Integrated Humanities and English lessons. P4C was found to help enhance the teachers’ effectiveness in the classroom in terms of their ability to engage in dialogic and inquiry teaching. The findings of this study suggest that P4C plays a significant role in promoting the professional development of teachers.
{"title":"A philosophy for children approach to professional development of teachers","authors":"Chi-Ming Lam","doi":"10.1080/0305764X.2022.2056143","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2056143","url":null,"abstract":"ABSTRACT Dialogic teaching has been demonstrated to be conducive to the development of important competencies and skills such as creativity, communication skills and critical thinking skills. Yet, the literature confirms that teacher–student interactions in the classroom are predominantly monologic rather than dialogic across subjects, grades and countries. This article reports the results of a study that evaluates the effectiveness of a Philosophy for Children (P4C) programme in facilitating the development of dialogic and inquiry teaching in teachers in Hong Kong. In the study, training and support were provided for teachers to enable them to teach P4C to their students during Integrated Humanities and English lessons. P4C was found to help enhance the teachers’ effectiveness in the classroom in terms of their ability to engage in dialogic and inquiry teaching. The findings of this study suggest that P4C plays a significant role in promoting the professional development of teachers.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"53 1","pages":"1 - 17"},"PeriodicalIF":2.3,"publicationDate":"2022-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43572425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-12DOI: 10.1080/0305764X.2022.2056142
Y. Wong, Qing Liao
ABSTRACT Referring to Bourdieu’s three-level analysis and trio concepts, the authors offer a third-level analysis of the academic and social adaptation of 32 rural students in four elite universities in Shanghai, China. Respondents with rural habitus and cultural capital had difficulties in adapting to the field of an elite university in an urban city and were disadvantaged in making themselves a competitive portfolio. But many respondents changed habitus and acquired new cultural capital, so that they looked urbane, survived academic crises and got prepared for the labour market. Nevertheless, some were not confident of securing a well-paid professional job in competitive Shanghai, and few chose to disengage from social competition. Amid a structural explanation of social reproduction, this analysis demonstrates room for agency and possibilities for social change by addressing a characteristic of the field of higher education overlooked in many Bourdieusian analyses: the transformative nature of university education.
{"title":"Cultural capital and habitus in the field of higher education: academic and social adaptation of rural students in four elite universities in Shanghai, China","authors":"Y. Wong, Qing Liao","doi":"10.1080/0305764X.2022.2056142","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2056142","url":null,"abstract":"ABSTRACT Referring to Bourdieu’s three-level analysis and trio concepts, the authors offer a third-level analysis of the academic and social adaptation of 32 rural students in four elite universities in Shanghai, China. Respondents with rural habitus and cultural capital had difficulties in adapting to the field of an elite university in an urban city and were disadvantaged in making themselves a competitive portfolio. But many respondents changed habitus and acquired new cultural capital, so that they looked urbane, survived academic crises and got prepared for the labour market. Nevertheless, some were not confident of securing a well-paid professional job in competitive Shanghai, and few chose to disengage from social competition. Amid a structural explanation of social reproduction, this analysis demonstrates room for agency and possibilities for social change by addressing a characteristic of the field of higher education overlooked in many Bourdieusian analyses: the transformative nature of university education.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":"775 - 793"},"PeriodicalIF":2.3,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45627413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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