Pub Date : 2023-05-19DOI: 10.1080/01425692.2023.2203364
M. Souto-Otero, Jesús García-Álvarez, Miguel A Santos Rego
Abstract This study aims to fill a gap in our understanding of the relationship between two major topics in educational research: higher education choices and students’ conceptions of employability. It explores, first, the balance between vocational calling, instrumental considerations and chance in subject choice and, second, the relation between vocational calling and two alternative conceptions of employability (thin and thick) articulated in the article. Using survey data from ‘Education’ students in Spain, the results show an association between a strong vocational calling in subject choice and a ‘thick’ conception of employability that goes beyond credential performance and underlines the importance of an economy of experience. By contrast, students with lower vocational calling adopt a narrower (‘thin’) conception of employability, based on credential performance. The consequences of these results for theory and for practice are discussed, highlighting the need to better acknowledge the role of interests, and not only skills, in the employability agenda.
{"title":"Subject choice motivation and students’ conceptions of employability: thin and thick","authors":"M. Souto-Otero, Jesús García-Álvarez, Miguel A Santos Rego","doi":"10.1080/01425692.2023.2203364","DOIUrl":"https://doi.org/10.1080/01425692.2023.2203364","url":null,"abstract":"Abstract This study aims to fill a gap in our understanding of the relationship between two major topics in educational research: higher education choices and students’ conceptions of employability. It explores, first, the balance between vocational calling, instrumental considerations and chance in subject choice and, second, the relation between vocational calling and two alternative conceptions of employability (thin and thick) articulated in the article. Using survey data from ‘Education’ students in Spain, the results show an association between a strong vocational calling in subject choice and a ‘thick’ conception of employability that goes beyond credential performance and underlines the importance of an economy of experience. By contrast, students with lower vocational calling adopt a narrower (‘thin’) conception of employability, based on credential performance. The consequences of these results for theory and for practice are discussed, highlighting the need to better acknowledge the role of interests, and not only skills, in the employability agenda.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"44 1","pages":"606 - 630"},"PeriodicalIF":2.1,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46953798","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 : 2023-05-19DOI: 10.1080/01425692.2023.2216411
L. Gourlay
These three books deal with various aspects of algorithms, datafication and AI in education, and when read together, allow for a series of insights into the effects of these technologies in education today. When illustrating the front cover of books related to technology in education, particularly AI, the ‘computer human head’, robot or network image seem to be formal requirements, and these tropes are present on the cover of each of these books, pointing to a set of themes around human-nonhuman entanglements in educational settings, which they go on to explore in detail.
{"title":"From robots who teach to synthetic politics","authors":"L. Gourlay","doi":"10.1080/01425692.2023.2216411","DOIUrl":"https://doi.org/10.1080/01425692.2023.2216411","url":null,"abstract":"These three books deal with various aspects of algorithms, datafication and AI in education, and when read together, allow for a series of insights into the effects of these technologies in education today. When illustrating the front cover of books related to technology in education, particularly AI, the ‘computer human head’, robot or network image seem to be formal requirements, and these tropes are present on the cover of each of these books, pointing to a set of themes around human-nonhuman entanglements in educational settings, which they go on to explore in detail.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"44 1","pages":"795 - 802"},"PeriodicalIF":2.1,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49417349","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 : 2023-05-15DOI: 10.1080/01425692.2023.2211232
Alireza Behtoui
Abstract The aim of this paper is to investigate the ‘equalising effect of schools’ in general and two concrete interventions that have been carried out recently in Sweden in particular. The first of these interventions is the closing down of schools in deprived neighbourhoods and moving pupils to other schools. The second is ‘empowerment’ – i.e., creating an inclusive and supportive pedagogical school environment for students with working-class and immigrant backgrounds. As findings from previous Swedish studies regarding the first intervention show, an equalising effect will not be achieved without considering the ‘school climate’ of mixed schools. The findings from this case study of a school located in a deprived suburb of Stockholm County indicate that even schools in these areas are able to equalise educational opportunities through building an alliance between students, parents and community activists on the one hand and bi-class and bi-cultural brokers like teachers and social workers on the other.
{"title":"Empowerment not racialised segregation","authors":"Alireza Behtoui","doi":"10.1080/01425692.2023.2211232","DOIUrl":"https://doi.org/10.1080/01425692.2023.2211232","url":null,"abstract":"Abstract The aim of this paper is to investigate the ‘equalising effect of schools’ in general and two concrete interventions that have been carried out recently in Sweden in particular. The first of these interventions is the closing down of schools in deprived neighbourhoods and moving pupils to other schools. The second is ‘empowerment’ – i.e., creating an inclusive and supportive pedagogical school environment for students with working-class and immigrant backgrounds. As findings from previous Swedish studies regarding the first intervention show, an equalising effect will not be achieved without considering the ‘school climate’ of mixed schools. The findings from this case study of a school located in a deprived suburb of Stockholm County indicate that even schools in these areas are able to equalise educational opportunities through building an alliance between students, parents and community activists on the one hand and bi-class and bi-cultural brokers like teachers and social workers on the other.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"44 1","pages":"912 - 926"},"PeriodicalIF":2.1,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49563875","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 : 2023-05-12DOI: 10.1080/01425692.2023.2211234
L. Archer, B. Francis, Morag Henderson, H. Holmegaard, E. MacLeod, J. Moote, Emma Watson
Abstract Scant sociological attention has been given to the role of luck within social mobility/reproduction. This paper helps address this conceptual gap, drawing on insights from over 200 longitudinal interviews conducted with 20 working-class young people and 22 of their parents over an 11-year period, from age 10–21. We explore the potential significance of luck within the trajectories of 13 educationally mobile young people who were the first in family to go to university, six young people who achieved similar educational levels to their parents and one young person whose status was less clear cut. Our analysis suggests that particular forms of luck may be instrumental in creating opportunities for social mobility, although the consequentiality of these are mediated through interplays of agency, structure, habitus and capital. We conclude that paying further attention to luck may help augment sociological understandings of structure/agency and Bourdieusian understandings of social reproduction.
{"title":"Get lucky? Luck and educational mobility in working-class young people’s lives from age 10–21","authors":"L. Archer, B. Francis, Morag Henderson, H. Holmegaard, E. MacLeod, J. Moote, Emma Watson","doi":"10.1080/01425692.2023.2211234","DOIUrl":"https://doi.org/10.1080/01425692.2023.2211234","url":null,"abstract":"Abstract Scant sociological attention has been given to the role of luck within social mobility/reproduction. This paper helps address this conceptual gap, drawing on insights from over 200 longitudinal interviews conducted with 20 working-class young people and 22 of their parents over an 11-year period, from age 10–21. We explore the potential significance of luck within the trajectories of 13 educationally mobile young people who were the first in family to go to university, six young people who achieved similar educational levels to their parents and one young person whose status was less clear cut. Our analysis suggests that particular forms of luck may be instrumental in creating opportunities for social mobility, although the consequentiality of these are mediated through interplays of agency, structure, habitus and capital. We conclude that paying further attention to luck may help augment sociological understandings of structure/agency and Bourdieusian understandings of social reproduction.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"44 1","pages":"843 - 859"},"PeriodicalIF":2.1,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46508224","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 : 2023-05-11DOI: 10.1080/01425692.2023.2203357
Marta Cristina Azaola
Abstract This paper focuses on the perceptions of technical high school tutors in Mexico about students from lower socioeconomic backgrounds in the context of global curriculum reforms and institutional hierarchies. Through two novel concepts in education, culture of poverty and cultural deficiency, the paper explores: (a) how structural constraints shape tutors’ perceptions and practices with students, and (b) how tutors’ perceptions contribute to reconceptualise discourses of deficit and the culture of poverty in a more comprehensive way. Through in-depth semi-structured interviews with nine tutors working in Tijuana, Mexico City and Tuxtla Gutierrez, the main themes of analysis are: tutors’ working conditions, their perceptions of and relationships with students, the quality of education on offer, curricular reforms, and behaviour management. Even if systemic factors contribute to tutors’ perceptions of deficit amongst students, we found valuable experiences of empathy, trust, and encouragement amongst tutors that show both their agency and resilience.
{"title":"Challenges of working in undervalued technical schools. A continuum between discourses of deficit and trust","authors":"Marta Cristina Azaola","doi":"10.1080/01425692.2023.2203357","DOIUrl":"https://doi.org/10.1080/01425692.2023.2203357","url":null,"abstract":"Abstract This paper focuses on the perceptions of technical high school tutors in Mexico about students from lower socioeconomic backgrounds in the context of global curriculum reforms and institutional hierarchies. Through two novel concepts in education, culture of poverty and cultural deficiency, the paper explores: (a) how structural constraints shape tutors’ perceptions and practices with students, and (b) how tutors’ perceptions contribute to reconceptualise discourses of deficit and the culture of poverty in a more comprehensive way. Through in-depth semi-structured interviews with nine tutors working in Tijuana, Mexico City and Tuxtla Gutierrez, the main themes of analysis are: tutors’ working conditions, their perceptions of and relationships with students, the quality of education on offer, curricular reforms, and behaviour management. Even if systemic factors contribute to tutors’ perceptions of deficit amongst students, we found valuable experiences of empathy, trust, and encouragement amongst tutors that show both their agency and resilience.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"44 1","pages":"927 - 943"},"PeriodicalIF":2.1,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43673697","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 : 2023-05-08DOI: 10.1080/01425692.2023.2209286
Biörn Ivemark, Anne Ambrose
Abstract Previous research has examined how mismatched dispositions within a divided or ‘cleft’ habitus are subjectively experienced but has not adequately explored nor theorized the variety of ways in which the dispositional disjunctures that progressively give rise to a cleft habitus are initially generated. Combining recent sociological work on ontological ruptures with an affective reading of Bourdieu’s social theory, we use an empirical case to illustrate how subtle processes of social influence set in motion by affective ties can come to sever the ontological bond between the habitus and the social space that initially shaped it, setting an affectively driven and reflexively negotiated process of habitus change in motion. By shedding light upon some of the sufficient conditions underpinning the development of dispositional disjunctures and the psychosocial forces that mediate this process, we extend the literature on habitus change and conflict in several ways.
{"title":"From doxic breach to cleft habitus: affect, reflexivity and dispositional disjunctures","authors":"Biörn Ivemark, Anne Ambrose","doi":"10.1080/01425692.2023.2209286","DOIUrl":"https://doi.org/10.1080/01425692.2023.2209286","url":null,"abstract":"Abstract Previous research has examined how mismatched dispositions within a divided or ‘cleft’ habitus are subjectively experienced but has not adequately explored nor theorized the variety of ways in which the dispositional disjunctures that progressively give rise to a cleft habitus are initially generated. Combining recent sociological work on ontological ruptures with an affective reading of Bourdieu’s social theory, we use an empirical case to illustrate how subtle processes of social influence set in motion by affective ties can come to sever the ontological bond between the habitus and the social space that initially shaped it, setting an affectively driven and reflexively negotiated process of habitus change in motion. By shedding light upon some of the sufficient conditions underpinning the development of dispositional disjunctures and the psychosocial forces that mediate this process, we extend the literature on habitus change and conflict in several ways.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"44 1","pages":"944 - 961"},"PeriodicalIF":2.1,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43455429","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 : 2023-05-08DOI: 10.1080/01425692.2023.2206947
Amy E. Stich, Andrew Crain
Abstract This qualitative case study provides an analysis of the structuring of middle-class aspirations at one rural university in the United States. Using a Bourdieusian framework offered by Zipin and colleagues, findings suggest that although student participants in our study are similarly positioned relative to social class background, those from distinct geographic areas (i.e. rural and urban) displayed key differences in expressions of college-going and future aspirations. We argue that place, as an important feature of one’s habitus, structures students’ college-going and future aspirations. Within the highly stratified context of higher education in the United States, few scholars have acknowledged the power of geography and place in shaping behaviors, choices, and possibilities for students. In doing so, this research contributes to a growing global body of literature examining the role of place in shaping students’ higher education aspirations, access, experiences, and outcomes.
{"title":"Structuring middle-class aspirations: the role of place-based habitus and higher education","authors":"Amy E. Stich, Andrew Crain","doi":"10.1080/01425692.2023.2206947","DOIUrl":"https://doi.org/10.1080/01425692.2023.2206947","url":null,"abstract":"Abstract This qualitative case study provides an analysis of the structuring of middle-class aspirations at one rural university in the United States. Using a Bourdieusian framework offered by Zipin and colleagues, findings suggest that although student participants in our study are similarly positioned relative to social class background, those from distinct geographic areas (i.e. rural and urban) displayed key differences in expressions of college-going and future aspirations. We argue that place, as an important feature of one’s habitus, structures students’ college-going and future aspirations. Within the highly stratified context of higher education in the United States, few scholars have acknowledged the power of geography and place in shaping behaviors, choices, and possibilities for students. In doing so, this research contributes to a growing global body of literature examining the role of place in shaping students’ higher education aspirations, access, experiences, and outcomes.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"44 1","pages":"805 - 823"},"PeriodicalIF":2.1,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46275696","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 : 2023-05-03DOI: 10.1080/01425692.2023.2206003
Dorottya Kisfalusi
Abstract Using a unique database from Hungarian primary schools, this study investigates whether academic self-assessment and educational aspirations differ between Roma minority and non-Roma majority students with similar cognitive skills and abilities. I find that Roma students have lower self-assessment, on average, than their non-Roma classmates with similar competences. In addition, although there are no ethnic differences in educational aspirations two years before secondary school application, Roma students are less likely to actually apply to a secondary school track that provides the possibility to enter tertiary education. Roma students’ lower socioeconomic status can partly explain these differences. The analysis also shows that students’ self-assessment is more strongly related to teacher-given grades than to blind standardised test scores. The study highlights important mechanisms that can contribute to educational inequalities between minority and majority students.
{"title":"Roma students’ academic self-assessment and educational aspirations in Hungarian primary schools","authors":"Dorottya Kisfalusi","doi":"10.1080/01425692.2023.2206003","DOIUrl":"https://doi.org/10.1080/01425692.2023.2206003","url":null,"abstract":"Abstract Using a unique database from Hungarian primary schools, this study investigates whether academic self-assessment and educational aspirations differ between Roma minority and non-Roma majority students with similar cognitive skills and abilities. I find that Roma students have lower self-assessment, on average, than their non-Roma classmates with similar competences. In addition, although there are no ethnic differences in educational aspirations two years before secondary school application, Roma students are less likely to actually apply to a secondary school track that provides the possibility to enter tertiary education. Roma students’ lower socioeconomic status can partly explain these differences. The analysis also shows that students’ self-assessment is more strongly related to teacher-given grades than to blind standardised test scores. The study highlights important mechanisms that can contribute to educational inequalities between minority and majority students.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"44 1","pages":"879 - 895"},"PeriodicalIF":2.1,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42995903","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 : 2023-05-02DOI: 10.1080/01425692.2023.2206006
I. Cushing
Abstract Racism is pervasive within the lives of racially minoritised pre-service teachers in England, but little work has explored how perceptions about language feature here. Based on interviews and workshops with 26 racially minoritised pre-service teachers, I describe their experiences of language oppression whilst on school experience placements, where they were instructed by mentors to modify, flatten, and completely abandon their ways of talking if they were to be perceived as legitimate. I show how language oppression gets justified by mentors in reference to national policy, and how perceptions about the quality of speech are ideologically anchored to perceptions about the quality of teaching. I show how language oppression often materialises under seemingly benevolent and humanitarian guises, but inevitably maintains the raciolinguistic status quo because it instructs racialised teachers to adapt their speech so that it appropriates whiteness. I argue that language oppression is a key reason why England continues to fail to retain racially marginalised teachers.
{"title":"“Miss, can you speak English?”: raciolinguistic ideologies and language oppression in initial teacher education","authors":"I. Cushing","doi":"10.1080/01425692.2023.2206006","DOIUrl":"https://doi.org/10.1080/01425692.2023.2206006","url":null,"abstract":"Abstract Racism is pervasive within the lives of racially minoritised pre-service teachers in England, but little work has explored how perceptions about language feature here. Based on interviews and workshops with 26 racially minoritised pre-service teachers, I describe their experiences of language oppression whilst on school experience placements, where they were instructed by mentors to modify, flatten, and completely abandon their ways of talking if they were to be perceived as legitimate. I show how language oppression gets justified by mentors in reference to national policy, and how perceptions about the quality of speech are ideologically anchored to perceptions about the quality of teaching. I show how language oppression often materialises under seemingly benevolent and humanitarian guises, but inevitably maintains the raciolinguistic status quo because it instructs racialised teachers to adapt their speech so that it appropriates whiteness. I argue that language oppression is a key reason why England continues to fail to retain racially marginalised teachers.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"44 1","pages":"896 - 911"},"PeriodicalIF":2.1,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49118555","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 : 2023-04-30DOI: 10.1080/01425692.2023.2201792
Achala Gupta
The sociology of education as a field has contributed significantly to understanding how social inequalities are replicated, promoted and inter-generationally sustained in education systems. Scholars have explained how this occurs through everyday education processes and education practices. Over the years, we see this understanding developed through the theories such as Class, Codes and Control by Basil Bernstein (1977) and subsequently through the theorising of socio-educational inequality from the lens of Capital and Class Distinction by Pierre Bourdieu (1984). Much of this empirical investigation and conceptual theorising has been limited to understanding educational inequalities in anglophone countries, focusing particularly on the citizens of these nations. As such, we don’t know much about what is happening in, for example, non-anglophone and Asian countries (with a few exceptions, see for example, Carrasco et al. 2021; Gupta 2020; Xu & Montgomery, 2021) and among those who hold citizenships of these countries but frequently move around, living and working transnationally during their life course. Yi-Lin addresses the latter in Study Gods. In this book Yi-Lin Chiang documents crucial events occurring in the lives of 28 elite students between 2012 and 2019, to demonstrate the ways in which the new Chinese elite students prepare for global competition, thus maintaining their ultra-privileged social status. Although the author documents these education-related events in the lives of Study Gods as mundane, they simultaneously clarify that while these events may be ‘everyday’ for the Study Gods and their peers, these are inherently classed and exclusive to this specific group of elites, thus alluding to the extent of educational—and by extension, social—inequalities in China. The book is organised across six chapters covering different topics—each of these topics offers unique insights into the lives of and the making of China’s global elite. Chapter one looks at the role of the education system in preparing the global elite in China. It provides insights into how specific groups of schools appeared to become ‘training grounds’ for a selective group of students and how students in these schools are uniquely prepared to take up their place in typically highly competitive elite higher educational institutions. The concept of training here was particularly interesting as it demonstrates the significance of hidden curricula that specific schools follow because not only are they educating children academically, but this education involves deliberate and careful preparation to help pupils occupy high-status positions in the future (this resonates with cases in India, see for example, Rizvi, 2015). Here we also get a glimpse of how high the stakes are with exams for the students studying in these elite schools, encapsulated in the ways in which students ‘believed that high scores on these [college entrance tests such as Gaokao and SAT] tests, which le
教育社会学作为一个领域，对理解社会不平等如何在教育系统中被复制、促进和代际维持作出了重大贡献。学者们通过日常教育过程和教育实践解释了这是如何发生的。多年来，我们通过巴兹尔·伯恩斯坦(1977)的《阶级、代码和控制》等理论，以及随后皮埃尔·布迪厄(1984)从《资本和阶级区分》的视角对社会教育不平等进行理论化，看到了这种理解的发展。这些实证调查和概念性理论的大部分都局限于理解英语国家的教育不平等，尤其关注这些国家的公民。因此，我们对诸如非英语国家和亚洲国家的情况了解不多(除了少数例外，参见Carrasco et al. 2021;古普塔2020年;Xu & Montgomery, 2021)，以及那些拥有这些国家的公民身份，但在他们的一生中经常四处走动，在跨国生活和工作的人。以临在《学神》中提到了后者。在这本书中，蒋宜林记录了2012年至2019年间28名精英学生生活中的重要事件，展示了中国新一代精英学生为全球竞争做准备的方式，从而保持了他们的超特权社会地位。虽然作者将这些与学习之神生活有关的教育事件记录为平凡的，但他们同时澄清，尽管这些事件对学习之神和他们的同龄人来说可能是“日常”的，但这些事件本质上是被分类的，是这一特定精英群体所独有的，因此暗指中国教育的程度，进而延伸到社会的不平等。这本书分为六个章节，涵盖了不同的主题，每个主题都提供了对中国全球精英生活和塑造的独特见解。第一章着眼于教育系统在中国培养全球精英中的作用。它提供了对特定学校群体如何成为精选学生群体的“训练基地”的见解，以及这些学校的学生如何为进入典型的高度竞争的精英高等教育机构做好独特的准备。这里的培训概念特别有趣，因为它展示了特定学校遵循的隐藏课程的重要性，因为他们不仅在学业上教育孩子，而且这种教育包括深思熟虑和仔细的准备，以帮助学生在未来占据高地位(这与印度的案例产生共鸣，例如，Rizvi, 2015)。从这里我们也可以看到，对于在这些精英学校学习的学生来说，考试的风险有多高，这体现在学生们认为，在高考和SAT等大学入学考试中取得高分，就能进入顶尖大学，是参与全球精英地位竞争的入场券。有趣的是，我们目睹了影子教育的政治:这些学生中的许多人能够负担得起高质量和非常昂贵的私人辅导，以促进从学校到高等教育的过渡。这一观察结果表明，特权群体和弱势群体之间不仅在学校层面存在差异，而且在校外影子教育的形式中也存在差异——这一特征也在印度的新中产阶级中被观察到(例如，参见Gupta, 2023)。审查研讨会
{"title":"Study gods – How the new Chinese elite prepare for global competition","authors":"Achala Gupta","doi":"10.1080/01425692.2023.2201792","DOIUrl":"https://doi.org/10.1080/01425692.2023.2201792","url":null,"abstract":"The sociology of education as a field has contributed significantly to understanding how social inequalities are replicated, promoted and inter-generationally sustained in education systems. Scholars have explained how this occurs through everyday education processes and education practices. Over the years, we see this understanding developed through the theories such as Class, Codes and Control by Basil Bernstein (1977) and subsequently through the theorising of socio-educational inequality from the lens of Capital and Class Distinction by Pierre Bourdieu (1984). Much of this empirical investigation and conceptual theorising has been limited to understanding educational inequalities in anglophone countries, focusing particularly on the citizens of these nations. As such, we don’t know much about what is happening in, for example, non-anglophone and Asian countries (with a few exceptions, see for example, Carrasco et al. 2021; Gupta 2020; Xu & Montgomery, 2021) and among those who hold citizenships of these countries but frequently move around, living and working transnationally during their life course. Yi-Lin addresses the latter in Study Gods. In this book Yi-Lin Chiang documents crucial events occurring in the lives of 28 elite students between 2012 and 2019, to demonstrate the ways in which the new Chinese elite students prepare for global competition, thus maintaining their ultra-privileged social status. Although the author documents these education-related events in the lives of Study Gods as mundane, they simultaneously clarify that while these events may be ‘everyday’ for the Study Gods and their peers, these are inherently classed and exclusive to this specific group of elites, thus alluding to the extent of educational—and by extension, social—inequalities in China. The book is organised across six chapters covering different topics—each of these topics offers unique insights into the lives of and the making of China’s global elite. Chapter one looks at the role of the education system in preparing the global elite in China. It provides insights into how specific groups of schools appeared to become ‘training grounds’ for a selective group of students and how students in these schools are uniquely prepared to take up their place in typically highly competitive elite higher educational institutions. The concept of training here was particularly interesting as it demonstrates the significance of hidden curricula that specific schools follow because not only are they educating children academically, but this education involves deliberate and careful preparation to help pupils occupy high-status positions in the future (this resonates with cases in India, see for example, Rizvi, 2015). Here we also get a glimpse of how high the stakes are with exams for the students studying in these elite schools, encapsulated in the ways in which students ‘believed that high scores on these [college entrance tests such as Gaokao and SAT] tests, which le","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"44 1","pages":"782 - 789"},"PeriodicalIF":2.1,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59117012","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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