Pub Date : 2023-04-24DOI: 10.1080/01425692.2023.2203846
M. Ideland, M. Serder
Abstract This study focuses on what people working in edu-business want to achieve. The aim is to explore (1) how the edu-business sector is discursively constructed as a work-place and part of the education system, and (2) how this discourse is organized within an affective economy – that is how the valuation of emotions distinguish what are considered as ‘good’ or ‘bad’ subjectivities, practices, and institutions. The analysis draws on interviews with 22 people working in Sweden’s edu-business sector. The results illuminate three discourses: a bureaucratic, an entrepreneurial, and a profit discourse. Emotions attached to the bureaucratic discourse are anxiety, guilt, and boredom. Connected to the entrepreneurial discourse are joy, creativity, and well-being. Shame and pride are attached to the profit discourse. The affective economy constructs the business sector as desirable and the public sector as its opposite. Studying ‘the bright side’ of neoliberalism helps us to understand its power.
{"title":"Joy, pride, and shame: on working in the affective economy of edu-business","authors":"M. Ideland, M. Serder","doi":"10.1080/01425692.2023.2203846","DOIUrl":"https://doi.org/10.1080/01425692.2023.2203846","url":null,"abstract":"Abstract This study focuses on what people working in edu-business want to achieve. The aim is to explore (1) how the edu-business sector is discursively constructed as a work-place and part of the education system, and (2) how this discourse is organized within an affective economy – that is how the valuation of emotions distinguish what are considered as ‘good’ or ‘bad’ subjectivities, practices, and institutions. The analysis draws on interviews with 22 people working in Sweden’s edu-business sector. The results illuminate three discourses: a bureaucratic, an entrepreneurial, and a profit discourse. Emotions attached to the bureaucratic discourse are anxiety, guilt, and boredom. Connected to the entrepreneurial discourse are joy, creativity, and well-being. Shame and pride are attached to the profit discourse. The affective economy constructs the business sector as desirable and the public sector as its opposite. Studying ‘the bright side’ of neoliberalism helps us to understand its power.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"44 1","pages":"860 - 878"},"PeriodicalIF":2.1,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42780882","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 : 2023-04-22DOI: 10.1080/01425692.2023.2203356
Nina Haltia, Ulpukka Isopahkala-Bouret, Heli Mutanen
Abstract Previous studies have associated participation in higher education with the formation of middle-class advantages. Studies have shown that graduates from affluent family backgrounds gain more advantages from graduate degrees and secure better job opportunities than their less privileged counterparts. Drawing on the Bourdieusian framework, this study uses qualitative interview data (n = 29) to examine how recent business graduates mobilise economic, cultural and social capital for their entry into the Finnish labour market. The context of the Finnish welfare society brings novel insights to research on the inheritance of different forms of capital. Our findings reveal that although middle-class students do have a head start in entry to the graduate labour market, the Finnish society and higher education system even out social inequalities in graduate employment as working-class students may utilise institutional resources, socialise with peers and accumulate work experience to cross structural and dispositional barriers.
{"title":"Getting a head start: capital inheritance and the labour market entry of Finnish business graduates","authors":"Nina Haltia, Ulpukka Isopahkala-Bouret, Heli Mutanen","doi":"10.1080/01425692.2023.2203356","DOIUrl":"https://doi.org/10.1080/01425692.2023.2203356","url":null,"abstract":"Abstract Previous studies have associated participation in higher education with the formation of middle-class advantages. Studies have shown that graduates from affluent family backgrounds gain more advantages from graduate degrees and secure better job opportunities than their less privileged counterparts. Drawing on the Bourdieusian framework, this study uses qualitative interview data (n = 29) to examine how recent business graduates mobilise economic, cultural and social capital for their entry into the Finnish labour market. The context of the Finnish welfare society brings novel insights to research on the inheritance of different forms of capital. Our findings reveal that although middle-class students do have a head start in entry to the graduate labour market, the Finnish society and higher education system even out social inequalities in graduate employment as working-class students may utilise institutional resources, socialise with peers and accumulate work experience to cross structural and dispositional barriers.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"44 1","pages":"669 - 686"},"PeriodicalIF":2.1,"publicationDate":"2023-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43877780","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 : 2023-04-22DOI: 10.1080/01425692.2023.2203359
Georges Felouzis, Samuel Charmillot
Abstract This paper examines the effects of different forms of tracking on learning inequalities in compulsory education. We use longitudinal monitoring of four cohorts of students over a four-year period, from their entry into secondary 1 education until they enter secondary 2 education. Our data include 18,706 students. We use multilevel regression analyses to test the effects of different forms of tracking after controlling for students’ sociodemographic and academic characteristics, and for contextual factors. Our results suggest not only that the effect of tracking is a composition effect or a peer effect, but that tracking per se explains a significant part of the variance in learning in the two educational contexts in our study. Our results confirm that educational policies and institutions play a pivotal role in the construction of learning inequalities and social reproduction through school in contemporary societies.
{"title":"Tracking and educational inequality: a longitudinal analysis of two school reforms in Switzerland","authors":"Georges Felouzis, Samuel Charmillot","doi":"10.1080/01425692.2023.2203359","DOIUrl":"https://doi.org/10.1080/01425692.2023.2203359","url":null,"abstract":"Abstract This paper examines the effects of different forms of tracking on learning inequalities in compulsory education. We use longitudinal monitoring of four cohorts of students over a four-year period, from their entry into secondary 1 education until they enter secondary 2 education. Our data include 18,706 students. We use multilevel regression analyses to test the effects of different forms of tracking after controlling for students’ sociodemographic and academic characteristics, and for contextual factors. Our results suggest not only that the effect of tracking is a composition effect or a peer effect, but that tracking per se explains a significant part of the variance in learning in the two educational contexts in our study. Our results confirm that educational policies and institutions play a pivotal role in the construction of learning inequalities and social reproduction through school in contemporary societies.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"44 1","pages":"738 - 763"},"PeriodicalIF":2.1,"publicationDate":"2023-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44844532","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 : 2023-04-20DOI: 10.1080/01425692.2023.2203360
Lars E. F. Johannessen, Erik Børve Rasmussen, Marit Haldar
Abstract This article contributes to the sociology of education and technology by providing a cultural analysis of scepticism towards new technologies in school, using reactions to the telepresence robot ‘AV1’ as its case. AV1 is designed to connect ‘homebound’ students with their ‘school-based’ teachers and classmates. Despite its idealistic purpose, the robot has been met with significant scepticism by Norwegian school workers. To understand why, the article proposes the novel concepts of ‘educational purity’ and ‘technological danger’ to highlight the shared beliefs that underlie school workers’ concerns. We find that school workers see AV1 as threatening key ideals of schools being pedagogically oriented, physically copresent and bounded institutions – all concerns that reflect widespread ideas about how technologies tend to (not) function within educational contexts. In highlighting these symbolic tensions between new technologies and schools, the article sets a course for future studies into the cultural sociology of education and technology.
{"title":"Educational purity and technological danger: understanding scepticism towards the use of telepresence robots in school","authors":"Lars E. F. Johannessen, Erik Børve Rasmussen, Marit Haldar","doi":"10.1080/01425692.2023.2203360","DOIUrl":"https://doi.org/10.1080/01425692.2023.2203360","url":null,"abstract":"Abstract This article contributes to the sociology of education and technology by providing a cultural analysis of scepticism towards new technologies in school, using reactions to the telepresence robot ‘AV1’ as its case. AV1 is designed to connect ‘homebound’ students with their ‘school-based’ teachers and classmates. Despite its idealistic purpose, the robot has been met with significant scepticism by Norwegian school workers. To understand why, the article proposes the novel concepts of ‘educational purity’ and ‘technological danger’ to highlight the shared beliefs that underlie school workers’ concerns. We find that school workers see AV1 as threatening key ideals of schools being pedagogically oriented, physically copresent and bounded institutions – all concerns that reflect widespread ideas about how technologies tend to (not) function within educational contexts. In highlighting these symbolic tensions between new technologies and schools, the article sets a course for future studies into the cultural sociology of education and technology.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"44 1","pages":"703 - 719"},"PeriodicalIF":2.1,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48896647","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 : 2023-04-20DOI: 10.1080/01425692.2023.2203358
Isaura Castelao-Huerta
Abstract This article examines the case of women full professors in a gendered and neoliberalised context to propose the concept of complex reflexivity. This concept refers to an internal conversation and accounts for the practical way in which people may ponder their ambiguities and contradictions. This paper presents the concrete experiences and practices of some women professors in relation to the institutional structure. The research is based on fieldwork conducted between November 2018 and December 2020, which includes interviews with 24 professors, as well as an ethnographic study. Their complex reflexivity combines adapting to the precarious conditions, rebuscar (unusual ways of getting resources), perceiving envy from their peers, and, at the same time, dealing with the administration, reducing the time dedicated to academic tasks, and developing caring and careful practices. With their actions, the professors navigate the shortcomings and conflicts in the university, but they also modify these supposedly immovable conditions.
{"title":"Complex reflexivity: practices of women full professors in neoliberalised academia","authors":"Isaura Castelao-Huerta","doi":"10.1080/01425692.2023.2203358","DOIUrl":"https://doi.org/10.1080/01425692.2023.2203358","url":null,"abstract":"Abstract This article examines the case of women full professors in a gendered and neoliberalised context to propose the concept of complex reflexivity. This concept refers to an internal conversation and accounts for the practical way in which people may ponder their ambiguities and contradictions. This paper presents the concrete experiences and practices of some women professors in relation to the institutional structure. The research is based on fieldwork conducted between November 2018 and December 2020, which includes interviews with 24 professors, as well as an ethnographic study. Their complex reflexivity combines adapting to the precarious conditions, rebuscar (unusual ways of getting resources), perceiving envy from their peers, and, at the same time, dealing with the administration, reducing the time dedicated to academic tasks, and developing caring and careful practices. With their actions, the professors navigate the shortcomings and conflicts in the university, but they also modify these supposedly immovable conditions.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"44 1","pages":"764 - 781"},"PeriodicalIF":2.1,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46734288","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 : 2023-04-11DOI: 10.1080/01425692.2023.2194563
Óscar Espinoza, L. González, Luis Sandoval, Bruno Corradi, Yahira Larrondo, Karina Maldonado, N. Mcginn
Abstract Enrollments in higher education have expanded greatly, but without elimination of all forms of inequality. Research in industrialized countries has shown that the path students follow in their transition from secondary school continues to be associated with their social class. This study provides quantitative evidence of that relationship in a non-industrial country like Chile. Multinomial logistic and linear regression of university admission data managed by the Department of Evaluation, Measurement and Registration describing 130,000 applicants for the years 2015 and 2017 were used to estimate the probability of a member of a particular social class choosing a given university and academic field of study. The results show differences regarding law programs and science, technology, engineering and mathematics programs. Class differences were particularly important in the choice of university. Working-class students were more likely to apply to public universities, avoiding elite and especially private institutions. The findings provide further support for Bourdieu’s habitus explanation of class reproduction. They suggest more attention to the level of segregation in Chilean higher education and the factors that produce it.
{"title":"The relationship between class-based habitus and choice of university and field of study","authors":"Óscar Espinoza, L. González, Luis Sandoval, Bruno Corradi, Yahira Larrondo, Karina Maldonado, N. Mcginn","doi":"10.1080/01425692.2023.2194563","DOIUrl":"https://doi.org/10.1080/01425692.2023.2194563","url":null,"abstract":"Abstract Enrollments in higher education have expanded greatly, but without elimination of all forms of inequality. Research in industrialized countries has shown that the path students follow in their transition from secondary school continues to be associated with their social class. This study provides quantitative evidence of that relationship in a non-industrial country like Chile. Multinomial logistic and linear regression of university admission data managed by the Department of Evaluation, Measurement and Registration describing 130,000 applicants for the years 2015 and 2017 were used to estimate the probability of a member of a particular social class choosing a given university and academic field of study. The results show differences regarding law programs and science, technology, engineering and mathematics programs. Class differences were particularly important in the choice of university. Working-class students were more likely to apply to public universities, avoiding elite and especially private institutions. The findings provide further support for Bourdieu’s habitus explanation of class reproduction. They suggest more attention to the level of segregation in Chilean higher education and the factors that produce it.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"44 1","pages":"649 - 668"},"PeriodicalIF":2.1,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41734206","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 : 2023-03-30DOI: 10.1080/01425692.2023.2195088
Tengteng Zhuang, Xiangyuan Kong
Abstract This study examines how Chinese postgraduate students’ personal worldviews are separately and collectively shaped by the interplay of neoliberalism, Confucianism and patriotism. The findings reveal that neoliberalism contributes to Chinese postgraduates’ enterprising self by shaping their subjectivity in pursuing personal goals, influencing their thinking with the market logics of efficiency, effectiveness and quantifiable outcomes, and leaving them with a predisposition toward deregulation. Confucianism prompts the postgraduates to self-strengthen at the individual level and guides them with interaction norms at the interpersonal level. Patriotism underpins the postgraduates’ psychological and emotional power based on strengthened memories of historical events and pride in national achievements, thereby generating a deep-seated collective identity. Counteracting and consolidating forces are identified based on the interplay of the three isms, resulting in the Chinese postgraduates’ partial individualization. The partial individualization reflected in today’s Chinese postgraduates features a consistent rather than divisible dual-self.
{"title":"Shaping personal worldviews when neo-liberalism meets Confucianism and patriotism: insights from Chinese postgraduate students","authors":"Tengteng Zhuang, Xiangyuan Kong","doi":"10.1080/01425692.2023.2195088","DOIUrl":"https://doi.org/10.1080/01425692.2023.2195088","url":null,"abstract":"Abstract This study examines how Chinese postgraduate students’ personal worldviews are separately and collectively shaped by the interplay of neoliberalism, Confucianism and patriotism. The findings reveal that neoliberalism contributes to Chinese postgraduates’ enterprising self by shaping their subjectivity in pursuing personal goals, influencing their thinking with the market logics of efficiency, effectiveness and quantifiable outcomes, and leaving them with a predisposition toward deregulation. Confucianism prompts the postgraduates to self-strengthen at the individual level and guides them with interaction norms at the interpersonal level. Patriotism underpins the postgraduates’ psychological and emotional power based on strengthened memories of historical events and pride in national achievements, thereby generating a deep-seated collective identity. Counteracting and consolidating forces are identified based on the interplay of the three isms, resulting in the Chinese postgraduates’ partial individualization. The partial individualization reflected in today’s Chinese postgraduates features a consistent rather than divisible dual-self.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"44 1","pages":"687 - 702"},"PeriodicalIF":2.1,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47592626","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 : 2023-03-28DOI: 10.1080/01425692.2023.2195089
Jordi Collet-Sabé
{"title":"Pre-modern epistemes inspiring a new Global Sociology of Education Imagination","authors":"Jordi Collet-Sabé","doi":"10.1080/01425692.2023.2195089","DOIUrl":"https://doi.org/10.1080/01425692.2023.2195089","url":null,"abstract":"","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45605321","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 : 2023-03-15DOI: 10.1080/01425692.2023.2187307
Zakia Essanhaji, R. van Reekum
Abstract As structural inequalities within universities persist, universities increasingly develop diversity policies. Much diversity research focuses on the gap between universities’ commitments and actual practices. This paper takes a different approach by scrutinizing how diversity documents enact politics of time that results in their selective non-performativity. We demonstrate how diversity documents at a Dutch university compose diversity as a problem of time for which the near future is crucial. It legitimizes action in the here-and-now to realize the diverse future, while simultaneously delegitimizes it by envisioning diversity as a problem that resolves itself in time. Along such urgent, yet inevitable progress, a competition between gender and ethnic diversity emerges. As the documents engage in a white politics of time, change for white women becomes realizable in concrete, time-bound actions. In contrast, people of color appear to lag behind and have yet to arrive in a time where progress could be achieved.
{"title":"A matter of time: differential enactments of institutional time in diversity policy documents","authors":"Zakia Essanhaji, R. van Reekum","doi":"10.1080/01425692.2023.2187307","DOIUrl":"https://doi.org/10.1080/01425692.2023.2187307","url":null,"abstract":"Abstract As structural inequalities within universities persist, universities increasingly develop diversity policies. Much diversity research focuses on the gap between universities’ commitments and actual practices. This paper takes a different approach by scrutinizing how diversity documents enact politics of time that results in their selective non-performativity. We demonstrate how diversity documents at a Dutch university compose diversity as a problem of time for which the near future is crucial. It legitimizes action in the here-and-now to realize the diverse future, while simultaneously delegitimizes it by envisioning diversity as a problem that resolves itself in time. Along such urgent, yet inevitable progress, a competition between gender and ethnic diversity emerges. As the documents engage in a white politics of time, change for white women becomes realizable in concrete, time-bound actions. In contrast, people of color appear to lag behind and have yet to arrive in a time where progress could be achieved.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"44 1","pages":"720 - 737"},"PeriodicalIF":2.1,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43543834","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：