Pub Date : 2023-10-11DOI: 10.1080/01425692.2023.2266574
Léon Marbach, Agnès van Zanten
AbstractThis article analyses the influence of family and friends on students’ higher education plans. Using a Bourdieusian framework, it examines social class and contextual influences on both the structure of students’ networks and the content of interactions within them. These are shown to be dependent on the dispositions and capitals of both the students and the members of those networks. Relying on data from a questionnaire circulated among 1,645 French lycée students, the article shows the existence of significant social class differences in the frequency and nature of students’ interactions about higher education with various types of family members and friends. It also highlights that these differences are subject to contextual variations, with students from the same social background interacting differently with their personal networks (see Table 4) about their higher education plans depending on the school they attend and the track in which they are enrolled.Keywords: Higher education planspersonal networkssocial capitalsocial classFrance Disclosure statementAll human subjects gave their informed consent prior to their participation in the research, and we protect the confidentiality of participants and institutions by excluding any identifying information. We also report no conflict of interest.Notes1 This study is part of a broader research project exploring how networks, institutions and markets influence the ways in which students from different social classes engage with HE (van Zanten Citation2019).2 This platform, now called Parcoursup, underwent significant changes in 2018 after our study. A major difference is that students now no longer rank their choices (Frouillou et al. Citation2019).3 At the most aggregated level, the INSEE Professions and socioprofessional categories nomenclature (whose initial designers both contributed to Bourdieu’s training in statistics and were later influenced by his sociological teaching (Seibel Citation2004)) distinguishes six main categories among the active population: 1-Farmers (Agriculteurs exploitants); 2-Craft workers, retailers and company directors (Artisans, commerçants et chefs d’entreprise); 3- Executives and members of intellectual high-status professions (Cadres et professions intellectuelles supérieures); 4-Intermediate occupations (Professions intermédiaires); 5-Employees (Employés); 6-Blue-collar workers (Ouvriers). It is common in the French sociological literature to equate category 3 with the upper class, 1, 2 and 4 with the middle class, and 5 and 6 with the lower class.4 For this item, we only consider students who stated they had at least one brother or sister.5 The way the survey question was framed means we cannot distinguish which topics students discussed with whom but can only examine which topics received the most attention in interactions with members of their personal network in general.6 Because the vast majority of MC and UC students have two French parents (respect
{"title":"With a little help from my family and friends: social class and contextual variations in the role of personal networks in students’ higher education plans","authors":"Léon Marbach, Agnès van Zanten","doi":"10.1080/01425692.2023.2266574","DOIUrl":"https://doi.org/10.1080/01425692.2023.2266574","url":null,"abstract":"AbstractThis article analyses the influence of family and friends on students’ higher education plans. Using a Bourdieusian framework, it examines social class and contextual influences on both the structure of students’ networks and the content of interactions within them. These are shown to be dependent on the dispositions and capitals of both the students and the members of those networks. Relying on data from a questionnaire circulated among 1,645 French lycée students, the article shows the existence of significant social class differences in the frequency and nature of students’ interactions about higher education with various types of family members and friends. It also highlights that these differences are subject to contextual variations, with students from the same social background interacting differently with their personal networks (see Table 4) about their higher education plans depending on the school they attend and the track in which they are enrolled.Keywords: Higher education planspersonal networkssocial capitalsocial classFrance Disclosure statementAll human subjects gave their informed consent prior to their participation in the research, and we protect the confidentiality of participants and institutions by excluding any identifying information. We also report no conflict of interest.Notes1 This study is part of a broader research project exploring how networks, institutions and markets influence the ways in which students from different social classes engage with HE (van Zanten Citation2019).2 This platform, now called Parcoursup, underwent significant changes in 2018 after our study. A major difference is that students now no longer rank their choices (Frouillou et al. Citation2019).3 At the most aggregated level, the INSEE Professions and socioprofessional categories nomenclature (whose initial designers both contributed to Bourdieu’s training in statistics and were later influenced by his sociological teaching (Seibel Citation2004)) distinguishes six main categories among the active population: 1-Farmers (Agriculteurs exploitants); 2-Craft workers, retailers and company directors (Artisans, commerçants et chefs d’entreprise); 3- Executives and members of intellectual high-status professions (Cadres et professions intellectuelles supérieures); 4-Intermediate occupations (Professions intermédiaires); 5-Employees (Employés); 6-Blue-collar workers (Ouvriers). It is common in the French sociological literature to equate category 3 with the upper class, 1, 2 and 4 with the middle class, and 5 and 6 with the lower class.4 For this item, we only consider students who stated they had at least one brother or sister.5 The way the survey question was framed means we cannot distinguish which topics students discussed with whom but can only examine which topics received the most attention in interactions with members of their personal network in general.6 Because the vast majority of MC and UC students have two French parents (respect","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136097398","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 : 2023-10-06DOI: 10.1080/01425692.2023.2256986
Noelia Fernández González
Bachilleratos Populares (henceforth BPs) are free and self-managed high schools by grassroots social organizations after the Argentine crisis of 2001 to provide an option for youth and adults to finish their secondary education as a response to the gap the neoliberal reform left in this educational modality during the 1990s. After some BPs received state recognition to issue degrees in 2007, their number increased rapidly to almost a hundred BPs by 2015. Based on a literature review, this article offers a work of a theoretical nature: it deploys the neo-Marxist approach to the commons as a theoretical-analytical framework through the experience of the BP movement. This approach denounces the processes of enclosure (commercialization and privatization) of shared material and immaterial resources while also promoting commoning practices as seeds that anticipate an anti-capitalist future in the present.
{"title":"Re-enchanting education: <i>Bachilleratos Populares</i> in Argentina as a commoning experience","authors":"Noelia Fernández González","doi":"10.1080/01425692.2023.2256986","DOIUrl":"https://doi.org/10.1080/01425692.2023.2256986","url":null,"abstract":"Bachilleratos Populares (henceforth BPs) are free and self-managed high schools by grassroots social organizations after the Argentine crisis of 2001 to provide an option for youth and adults to finish their secondary education as a response to the gap the neoliberal reform left in this educational modality during the 1990s. After some BPs received state recognition to issue degrees in 2007, their number increased rapidly to almost a hundred BPs by 2015. Based on a literature review, this article offers a work of a theoretical nature: it deploys the neo-Marxist approach to the commons as a theoretical-analytical framework through the experience of the BP movement. This approach denounces the processes of enclosure (commercialization and privatization) of shared material and immaterial resources while also promoting commoning practices as seeds that anticipate an anti-capitalist future in the present.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135347084","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 : 2023-10-03DOI: 10.1080/01425692.2023.2269501
Manuel Madriaga
{"title":"Countering whiteness and the culture trap in education <b>Racism in education in Britain: addressing structural oppression and the dominance of racism</b> , by Gill Crozier, Cham, Switzerland, Springer Nature, 2023, 284pp, Price £34.15, ISBN 978-3-031-18930-2 <b>The culture trap: ethnic expectations and unequal schooling for black youth</b> , by Derron Wallace, New York, NY, Oxford University Press, 2023, 290 pp, Price £19.00 ISBN 9780197531471","authors":"Manuel Madriaga","doi":"10.1080/01425692.2023.2269501","DOIUrl":"https://doi.org/10.1080/01425692.2023.2269501","url":null,"abstract":"","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135789275","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 : 2023-10-03DOI: 10.1080/01425692.2023.2269504
Rita Hordósy
{"title":"The degree generation: the making of unequal graduate lives, <b>The degree generation: the making of unequal graduate lives</b> , by N. Ingram , A.-M. Bathmaker , J. Abrahams , L. Bentley , H. Bradley , T. Hoare , V. Papafilippou , and R. Waller, 2023, Bristol University Press, Bristol, UK, GPB 14.99, 212 p, ISBN 978-1529208856","authors":"Rita Hordósy","doi":"10.1080/01425692.2023.2269504","DOIUrl":"https://doi.org/10.1080/01425692.2023.2269504","url":null,"abstract":"","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135789541","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 : 2023-10-03DOI: 10.1080/01425692.2023.2269500
Neil Selwyn
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":"Emergency remote scholarship – publishing beyond the pandemic <b>Pandemic pedagogies: teaching and learning during the COVID-19 pandemic</b> , edited by J. M. Ryan, 2023, Routledgee, London, ISBN: 9781032348438, Price: £34.99, Pages: 236","authors":"Neil Selwyn","doi":"10.1080/01425692.2023.2269500","DOIUrl":"https://doi.org/10.1080/01425692.2023.2269500","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":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135788641","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 : 2023-10-03DOI: 10.1080/01425692.2023.2256987
Matthew A. M. Thomas, Janet Serenje, Ferdinand Mwaka Chipindi
Global movements to decolonise sociology have gained significant momentum in recent decades and offer far-reaching implications for the field of education. One understudied area of research, however, concerns the sociologies of education taught and experienced in teacher education outside of Anglo/European contexts. This paper uses post-/decolonial theory to explore the teaching and learning of sociology of education for pre-service teachers at the University of Zambia. It draws on data from surveys (n = 318) and five focus groups with pre-service teachers (n = 20), a focus group with tutors (n = 3) working on the course, and reflections by course lecturers to examine Zambian pre-service teachers’ experiences and perspectives of sociology. We argue that a sociology of education which includes some elements of the classical canon but is grounded more firmly in sociological perspectives related to local social issues, contexts, and epistemologies may lead to a more informed and inspired cadre of pre-service teachers, and by extension, citizens.
{"title":"Reconsidering and teaching sociologies in Zambian teacher education: seeking Mbuyi, Mulenga, and Munkombwe","authors":"Matthew A. M. Thomas, Janet Serenje, Ferdinand Mwaka Chipindi","doi":"10.1080/01425692.2023.2256987","DOIUrl":"https://doi.org/10.1080/01425692.2023.2256987","url":null,"abstract":"Global movements to decolonise sociology have gained significant momentum in recent decades and offer far-reaching implications for the field of education. One understudied area of research, however, concerns the sociologies of education taught and experienced in teacher education outside of Anglo/European contexts. This paper uses post-/decolonial theory to explore the teaching and learning of sociology of education for pre-service teachers at the University of Zambia. It draws on data from surveys (n = 318) and five focus groups with pre-service teachers (n = 20), a focus group with tutors (n = 3) working on the course, and reflections by course lecturers to examine Zambian pre-service teachers’ experiences and perspectives of sociology. We argue that a sociology of education which includes some elements of the classical canon but is grounded more firmly in sociological perspectives related to local social issues, contexts, and epistemologies may lead to a more informed and inspired cadre of pre-service teachers, and by extension, citizens.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135789678","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 : 2023-09-21DOI: 10.1080/01425692.2023.2260113
Alana Butler
This paper explores ‘decolonial love’ as a pedagogy of care among 16 first generation Black immigrants enrolled in predominantly White four- year colleges in the United States and Canada. The term ‘decolonial love’ and extensions of this original conceptualization focus on radical self-love and resistance to colonial oppression. Scholars have also connected decolonial love with Black liberation movements. Through a narrative analysis of the Black immigrant student experiences in university, this article uses a decolonial and intersectional approach to explore how higher educational institutions can embrace a radical decolonial praxis. This approach affirms and supports Black identities in a climate of anti-Black racism. The paper will discuss implications for institutions and educators whose aim it is to decolonize their teaching practices.
{"title":"Decolonial love as a pedagogy of care for Black immigrant post-secondary students","authors":"Alana Butler","doi":"10.1080/01425692.2023.2260113","DOIUrl":"https://doi.org/10.1080/01425692.2023.2260113","url":null,"abstract":"This paper explores ‘decolonial love’ as a pedagogy of care among 16 first generation Black immigrants enrolled in predominantly White four- year colleges in the United States and Canada. The term ‘decolonial love’ and extensions of this original conceptualization focus on radical self-love and resistance to colonial oppression. Scholars have also connected decolonial love with Black liberation movements. Through a narrative analysis of the Black immigrant student experiences in university, this article uses a decolonial and intersectional approach to explore how higher educational institutions can embrace a radical decolonial praxis. This approach affirms and supports Black identities in a climate of anti-Black racism. The paper will discuss implications for institutions and educators whose aim it is to decolonize their teaching practices.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136154079","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 : 2023-09-19DOI: 10.1080/01425692.2023.2258480
Francesca McCarthy
"Victims and survivors of symbolic violence: an examination of the lived experiences of ‘near-miss’ pupils within an academically selective education system." British Journal of Sociology of Education, ahead-of-print(ahead-of-print), p. 1
{"title":"Victims and survivors of symbolic violence: an examination of the lived experiences of ‘near-miss’ pupils within an academically selective education system","authors":"Francesca McCarthy","doi":"10.1080/01425692.2023.2258480","DOIUrl":"https://doi.org/10.1080/01425692.2023.2258480","url":null,"abstract":"\"Victims and survivors of symbolic violence: an examination of the lived experiences of ‘near-miss’ pupils within an academically selective education system.\" British Journal of Sociology of Education, ahead-of-print(ahead-of-print), p. 1","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"323 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135060306","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 : 2023-08-15DOI: 10.1080/01425692.2023.2248440
Josefine Jahreie
"Doctoral theses." British Journal of Sociology of Education, ahead-of-print(ahead-of-print), p. 1
“博士论文”。《英国教育社会学杂志》，第1页
{"title":"Doctoral theses","authors":"Josefine Jahreie","doi":"10.1080/01425692.2023.2248440","DOIUrl":"https://doi.org/10.1080/01425692.2023.2248440","url":null,"abstract":"\"Doctoral theses.\" British Journal of Sociology of Education, ahead-of-print(ahead-of-print), p. 1","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135065054","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 : 2023-08-08DOI: 10.1080/01425692.2023.2244180
Tamir Erez, Avihu Shoshana
Abstract This article examines two key questions: How do coaches working in professional soccer clubs with high socioeconomic class (SES) high-school student define their role? Do the coaches’ definitions of the role affect the reproduction of privilege, and how so? Drawing on qualitative interviews with 15 coaches operating in professional soccer clubs in high-SES cities in Israel, we identified four key components of the coaches’ role: coaches’ descriptions of the youth and their class’s living spaces; the coaches’ role perception; key values subscribed to by coaches; and students’ future orientation (How does the coach see the youths in adulthood). These findings were discussed in light of their significance and implications for forming and cultivating habitus and elite or privileged identity among high-SES youth-players (the linkage of position and disposition) in informal educational spaces.
{"title":"Coaching for privilege: coaches, soccer, and education in professional sports clubs in high-SES cities in Israel","authors":"Tamir Erez, Avihu Shoshana","doi":"10.1080/01425692.2023.2244180","DOIUrl":"https://doi.org/10.1080/01425692.2023.2244180","url":null,"abstract":"Abstract This article examines two key questions: How do coaches working in professional soccer clubs with high socioeconomic class (SES) high-school student define their role? Do the coaches’ definitions of the role affect the reproduction of privilege, and how so? Drawing on qualitative interviews with 15 coaches operating in professional soccer clubs in high-SES cities in Israel, we identified four key components of the coaches’ role: coaches’ descriptions of the youth and their class’s living spaces; the coaches’ role perception; key values subscribed to by coaches; and students’ future orientation (How does the coach see the youths in adulthood). These findings were discussed in light of their significance and implications for forming and cultivating habitus and elite or privileged identity among high-SES youth-players (the linkage of position and disposition) in informal educational spaces.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44826112","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：