Pub Date : 2023-12-11DOI: 10.1080/01425692.2023.2291324
Fuad Arif Fudiyartanto, Garth Stahl
Academia today is deeply hierarchical and continues to be centered around perceptions of prestige and symbolic capital. The symbolic capital, or pedigree, associated with the training one receives ...
{"title":"Theorizing the professional habitus: operationalizing Bourdieu to explore the role of pedigree in Indonesian higher education","authors":"Fuad Arif Fudiyartanto, Garth Stahl","doi":"10.1080/01425692.2023.2291324","DOIUrl":"https://doi.org/10.1080/01425692.2023.2291324","url":null,"abstract":"Academia today is deeply hierarchical and continues to be centered around perceptions of prestige and symbolic capital. The symbolic capital, or pedigree, associated with the training one receives ...","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"47 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138690784","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 : 2023-12-11DOI: 10.1080/01425692.2023.2284648
Andrea Riedemann, Fernanda Stang, Sara Joiko, Josefina Palma, Antonia Garcés
While Chile currently commemorates 50 years since the 1973 coup, it is also immersed in the process of writing a new Constitution to replace that of 1980, which is responsible for the all over pres...
在纪念1973年政变50周年的同时，智利还在起草一部新宪法，以取代1980年的宪法。
{"title":"Teaching about colonialism, nationalism, and neoliberal patriarchy during the Chilean social outbreak","authors":"Andrea Riedemann, Fernanda Stang, Sara Joiko, Josefina Palma, Antonia Garcés","doi":"10.1080/01425692.2023.2284648","DOIUrl":"https://doi.org/10.1080/01425692.2023.2284648","url":null,"abstract":"While Chile currently commemorates 50 years since the 1973 coup, it is also immersed in the process of writing a new Constitution to replace that of 1980, which is responsible for the all over pres...","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"52 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138690713","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 : 2023-12-01DOI: 10.1080/01425692.2023.2284084
Emilia Fakou
This text aims to demonstrate the contribution of working-class mothers to supporting their children at school and the social factors that determine the effectiveness of the practices these mothers...
本文旨在证明工人阶级母亲在学校支持子女的贡献，以及决定这些母亲的做法的有效性的社会因素。
{"title":"‘I teach them what I can’: working-class mothers supporting their children’s relationship with schooling","authors":"Emilia Fakou","doi":"10.1080/01425692.2023.2284084","DOIUrl":"https://doi.org/10.1080/01425692.2023.2284084","url":null,"abstract":"This text aims to demonstrate the contribution of working-class mothers to supporting their children at school and the social factors that determine the effectiveness of the practices these mothers...","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"281 ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138505933","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 : 2023-11-27DOI: 10.1080/01425692.2023.2287962
Liuning Yang
{"title":"Internal migration, stepping into the academic field, and talking to Pierre Bourdieu: a critical autoethnography","authors":"Liuning Yang","doi":"10.1080/01425692.2023.2287962","DOIUrl":"https://doi.org/10.1080/01425692.2023.2287962","url":null,"abstract":"","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"136 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139230349","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 : 2023-11-24DOI: 10.1080/01425692.2023.2285942
Published in British Journal of Sociology of Education (Ahead of Print, 2023)
发表于《英国教育社会学杂志》(2023年印前版)
{"title":"Doctoral theses","authors":"","doi":"10.1080/01425692.2023.2285942","DOIUrl":"https://doi.org/10.1080/01425692.2023.2285942","url":null,"abstract":"Published in British Journal of Sociology of Education (Ahead of Print, 2023)","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"268 ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138505944","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 : 2023-10-30DOI: 10.1080/01425692.2023.2274817
Xiying Wang, Binli Chen
AbstractBased on the first wave of the China Education Panel Survey, this study aims to test two competing mechanisms including son preference and meritocracy of leading to parents’ expectations of and investment in their children’s education. This article presents a general portrayal of academic performance among rural boys and girls. The findings depict a general pattern of parents’ investment: parents are more likely to invest in their daughters than sons, and fathers have a higher educational expectation of daughters. The influence of sibling numbers and ‘having a brother(s) or not’ on parents’ educational expectations and investment is similar for rural boys and girls. Fathers’ educational expectations are mainly based on the academic performance of their children (meritocracy) while mothers’ are more closely related to children’s gender. Son preference as a cultural characteristic remains influential in rural regions, although it is not as powerful as before and a trend towards egalitarianism is emerging.Keywords: Genderrural girlseducational aspirationsacademic achievementparental investmentChina Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 The reason that most children in this study have siblings because one child policy was implemented differently in the urban and rural settings. In urban China, the policy was more strictly enforced, while in rural China, the policy has been revised since mid-1980s. If rural couple have the first child is a girl, they would be allowed to have another baby after 5 years. If the first child is a boy, they would be not allowed to have another baby.
{"title":"Investing in sons or daughters? The educational aspirations of rural parents in China","authors":"Xiying Wang, Binli Chen","doi":"10.1080/01425692.2023.2274817","DOIUrl":"https://doi.org/10.1080/01425692.2023.2274817","url":null,"abstract":"AbstractBased on the first wave of the China Education Panel Survey, this study aims to test two competing mechanisms including son preference and meritocracy of leading to parents’ expectations of and investment in their children’s education. This article presents a general portrayal of academic performance among rural boys and girls. The findings depict a general pattern of parents’ investment: parents are more likely to invest in their daughters than sons, and fathers have a higher educational expectation of daughters. The influence of sibling numbers and ‘having a brother(s) or not’ on parents’ educational expectations and investment is similar for rural boys and girls. Fathers’ educational expectations are mainly based on the academic performance of their children (meritocracy) while mothers’ are more closely related to children’s gender. Son preference as a cultural characteristic remains influential in rural regions, although it is not as powerful as before and a trend towards egalitarianism is emerging.Keywords: Genderrural girlseducational aspirationsacademic achievementparental investmentChina Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 The reason that most children in this study have siblings because one child policy was implemented differently in the urban and rural settings. In urban China, the policy was more strictly enforced, while in rural China, the policy has been revised since mid-1980s. If rural couple have the first child is a girl, they would be allowed to have another baby after 5 years. If the first child is a boy, they would be not allowed to have another baby.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136067602","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 : 2023-10-22DOI: 10.1080/01425692.2023.2267771
Kazuhisa Furuta
Increased reliance on student loans to finance higher education (HE) raises concerns about unequal access and repayment burdens. However, who borrows and what motivates students and parents to borrow remain unclear. A longitudinal survey tracked parents and students from high school into their early career to explore the effects of socioeconomic background and attitudes towards HE on taking out student loans in Japan. The findings reveal that, first, families’ economic circumstances are negatively associated with taking out student loans. Second, students, especially those from lower socioeconomic backgrounds, may choose a two-year rather than four-year institution to reduce debt. Third, students and their mothers differ in their motivations for borrowing: students’ perceived risk of failing to graduate discourages them from borrowing money, whereas mothers attach more importance to the cost–benefit of student loans. These results have policy implications for alleviating debt burden and promoting equal access to HE.
{"title":"The burden of student loan debt: differences in socioeconomic background and attitudes towards higher education","authors":"Kazuhisa Furuta","doi":"10.1080/01425692.2023.2267771","DOIUrl":"https://doi.org/10.1080/01425692.2023.2267771","url":null,"abstract":"Increased reliance on student loans to finance higher education (HE) raises concerns about unequal access and repayment burdens. However, who borrows and what motivates students and parents to borrow remain unclear. A longitudinal survey tracked parents and students from high school into their early career to explore the effects of socioeconomic background and attitudes towards HE on taking out student loans in Japan. The findings reveal that, first, families’ economic circumstances are negatively associated with taking out student loans. Second, students, especially those from lower socioeconomic backgrounds, may choose a two-year rather than four-year institution to reduce debt. Third, students and their mothers differ in their motivations for borrowing: students’ perceived risk of failing to graduate discourages them from borrowing money, whereas mothers attach more importance to the cost–benefit of student loans. These results have policy implications for alleviating debt burden and promoting equal access to HE.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135462000","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 : 2023-10-22DOI: 10.1080/01425692.2023.2270166
Xuelong Hu
AbstractThis paper examines how the Durkheimian approach to the ‘ideal’ delineates a possible way of straddling the dilemma between the normative orientation of ‘powerful knowledge’ accounts and the critical orientation of ‘knowledge of the powerful’ accounts. It argues that the normative aims are embedded in the fabrics of the sociological description with which the Durkheimian notion of ‘elementary form’ is concerned. To see where this enterprise can lead, this paper turns to the sociology of education of Bourdieu and Bernstein. Both draw on Durkheim’s writings on primitive classifications in education and society, working towards uncovering the regularities of the world of knowledge classifications. Keeping in line with Bourdieu and Bernstein, this paper argues that one has to make the same refusal to the advocates of an abstract ideal of educational knowledge that is dissociated from its social conditions of historical realization in pedagogic contexts, and to the advocates of a cynical relativism of ideal that rejects any necessities socially established.Keywords: Basil BernsteinPierre BourdieuEmile Durkheimidealpowerful knowledgeknowledge of the powerful AcknowledgementThis paper is primarily based on my Ph.D. thesis which looks at Bernstein’s sociology of ‘boundary’ and its theoretical relationship to Durkheimian tradition. I need to thank Weihe Xie, who is the supervision of my Ph.D. thesis. I need also thank Michael Young, Johan Muller for tireless reading and discussion of this and other manuscripts.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 At the 1977 Conference of Association Francaise des Enseignants de Francais, Bourdieu argued that ‘[o]ne of the principles of sociology is to challenge that kind of negative functionalism. Social mechanisms are not the product of Machiavellian intention. They are much more intelligent than the most intelligent of the dominant agents’ (Bourdieu Citation1993, 71).2 It was not until the end of the Middle Ages that intellectuals and academics shifted from ‘intellectual workers’ in the working world, to ‘hereditary aristocracies’ integrated into privileged groups (Le Goff Citation1993, 61, 124). Against this background, a significant evolution occurred: ‘knowledge became a possession and a treasure, an instrument of power and no longer a disinterested end in itself’ (126).3 ‘[P]edagogic work is that much closer to explicit pedagogy to the extent that it resorts to a greater degree of verbalization and classificatory conceptualization’ (Bourdieu and Passerson 1977, 48–9)Additional informationFundingThe funding for this study was provided by National Project for Education Sciences Planning (Project No.: EAA230469), Ministry of Education, China.
{"title":"Towards a Sociology of Educational ‘Ideal’: Powerful Knowledge, Knowledge of the Powerful, and Beyond","authors":"Xuelong Hu","doi":"10.1080/01425692.2023.2270166","DOIUrl":"https://doi.org/10.1080/01425692.2023.2270166","url":null,"abstract":"AbstractThis paper examines how the Durkheimian approach to the ‘ideal’ delineates a possible way of straddling the dilemma between the normative orientation of ‘powerful knowledge’ accounts and the critical orientation of ‘knowledge of the powerful’ accounts. It argues that the normative aims are embedded in the fabrics of the sociological description with which the Durkheimian notion of ‘elementary form’ is concerned. To see where this enterprise can lead, this paper turns to the sociology of education of Bourdieu and Bernstein. Both draw on Durkheim’s writings on primitive classifications in education and society, working towards uncovering the regularities of the world of knowledge classifications. Keeping in line with Bourdieu and Bernstein, this paper argues that one has to make the same refusal to the advocates of an abstract ideal of educational knowledge that is dissociated from its social conditions of historical realization in pedagogic contexts, and to the advocates of a cynical relativism of ideal that rejects any necessities socially established.Keywords: Basil BernsteinPierre BourdieuEmile Durkheimidealpowerful knowledgeknowledge of the powerful AcknowledgementThis paper is primarily based on my Ph.D. thesis which looks at Bernstein’s sociology of ‘boundary’ and its theoretical relationship to Durkheimian tradition. I need to thank Weihe Xie, who is the supervision of my Ph.D. thesis. I need also thank Michael Young, Johan Muller for tireless reading and discussion of this and other manuscripts.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 At the 1977 Conference of Association Francaise des Enseignants de Francais, Bourdieu argued that ‘[o]ne of the principles of sociology is to challenge that kind of negative functionalism. Social mechanisms are not the product of Machiavellian intention. They are much more intelligent than the most intelligent of the dominant agents’ (Bourdieu Citation1993, 71).2 It was not until the end of the Middle Ages that intellectuals and academics shifted from ‘intellectual workers’ in the working world, to ‘hereditary aristocracies’ integrated into privileged groups (Le Goff Citation1993, 61, 124). Against this background, a significant evolution occurred: ‘knowledge became a possession and a treasure, an instrument of power and no longer a disinterested end in itself’ (126).3 ‘[P]edagogic work is that much closer to explicit pedagogy to the extent that it resorts to a greater degree of verbalization and classificatory conceptualization’ (Bourdieu and Passerson 1977, 48–9)Additional informationFundingThe funding for this study was provided by National Project for Education Sciences Planning (Project No.: EAA230469), Ministry of Education, China.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135462002","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 : 2023-10-18DOI: 10.1080/01425692.2023.2270169
Victoria Kot, Katerina Bodovski, Miri Yemini
AbstractThe under-representation of minorities at senior levels in academia has received some research attention in recent years. However, the experience of immigrant women from the former Soviet Union (FSU) in Israeli academia has not been examined. These women are mostly from a generation known as the ‘1.5 generation’ who immigrated to Israel as children. This study focuses on the intersection of immigration and gender that shape the lives and careers of the 1.5 generation women currently employed as senior academics in Israel. Using the theoretical framework of capital, Bourdieu’s concepts of cultural and social capital, as well as Borjas’ ethnic capital, we analyzed twenty in-depth interviews to examine the perception of these women, their life story, and their professional integration into Israeli academia. We identified two focal points that fostered their success – (1) the Soviet heritage- selective adoption of ethnic capital, encompassing cultural and social capital of an ethnic group and (2) role models within and outside the family often based on ethnicity. We discuss the obstacles faced by minorities in attempting integration into selective professional guilds.Keywords: ethnic capitalminoritiesacademiaimmigration AcknowledgementsWe would like to extend our deepest gratitude to all participants of this study.Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"The story of women immigrants from FSU and their integration into Israeli academia","authors":"Victoria Kot, Katerina Bodovski, Miri Yemini","doi":"10.1080/01425692.2023.2270169","DOIUrl":"https://doi.org/10.1080/01425692.2023.2270169","url":null,"abstract":"AbstractThe under-representation of minorities at senior levels in academia has received some research attention in recent years. However, the experience of immigrant women from the former Soviet Union (FSU) in Israeli academia has not been examined. These women are mostly from a generation known as the ‘1.5 generation’ who immigrated to Israel as children. This study focuses on the intersection of immigration and gender that shape the lives and careers of the 1.5 generation women currently employed as senior academics in Israel. Using the theoretical framework of capital, Bourdieu’s concepts of cultural and social capital, as well as Borjas’ ethnic capital, we analyzed twenty in-depth interviews to examine the perception of these women, their life story, and their professional integration into Israeli academia. We identified two focal points that fostered their success – (1) the Soviet heritage- selective adoption of ethnic capital, encompassing cultural and social capital of an ethnic group and (2) role models within and outside the family often based on ethnicity. We discuss the obstacles faced by minorities in attempting integration into selective professional guilds.Keywords: ethnic capitalminoritiesacademiaimmigration AcknowledgementsWe would like to extend our deepest gratitude to all participants of this study.Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"163 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135884724","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 : 2023-10-17DOI: 10.1080/01425692.2023.2267769
Yinni Peng
Although class differences and intra-class diversity in children’s engagement in organised extracurricular activities have been studied extensively, less attention has been paid to internal family dynamics and conjugal negotiation in enrolling children in these activities. From the perspectives of gendered parenting and relational sociology, this study draws on qualitative data from 134 parents in 81 urban Chinese families to reveal their conjugal disagreements, negotiation and coping tactics in enrolling their children in extracurricular activities. The findings indicate that selecting and managing extracurricular activities for children is an ongoing process marked by constant conjugal negotiation, the relational agency of multiple family members and various coping tactics within the family. These findings enrich the literature by highlighting the complexity of middle-class parenting in negotiating children’s extracurricular educational resources and shed new light on the relational and contested processes of gendered parenting and making familial decisions about children’s education.
{"title":"Gendered parenting and conjugal negotiation over children’s organised extracurricular activities","authors":"Yinni Peng","doi":"10.1080/01425692.2023.2267769","DOIUrl":"https://doi.org/10.1080/01425692.2023.2267769","url":null,"abstract":"Although class differences and intra-class diversity in children’s engagement in organised extracurricular activities have been studied extensively, less attention has been paid to internal family dynamics and conjugal negotiation in enrolling children in these activities. From the perspectives of gendered parenting and relational sociology, this study draws on qualitative data from 134 parents in 81 urban Chinese families to reveal their conjugal disagreements, negotiation and coping tactics in enrolling their children in extracurricular activities. The findings indicate that selecting and managing extracurricular activities for children is an ongoing process marked by constant conjugal negotiation, the relational agency of multiple family members and various coping tactics within the family. These findings enrich the literature by highlighting the complexity of middle-class parenting in negotiating children’s extracurricular educational resources and shed new light on the relational and contested processes of gendered parenting and making familial decisions about children’s education.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135995324","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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