{"title":"作为关系投资的参与：在文化和语言多样化的教育环境中超越社会资本的思考","authors":"Bonita S. Cabiles","doi":"10.1080/01425692.2024.2305375","DOIUrl":null,"url":null,"abstract":"Departing from normative notions of participation as passive or responsive vis-à-vis active or agentic, this article conceptualises participation as ‘relational investment’. Drawing from a qualitat...","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"211 1","pages":""},"PeriodicalIF":2.2000,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Participation as relational investment: thinking beyond social capital in culturally and linguistically diverse educational contexts\",\"authors\":\"Bonita S. Cabiles\",\"doi\":\"10.1080/01425692.2024.2305375\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Departing from normative notions of participation as passive or responsive vis-à-vis active or agentic, this article conceptualises participation as ‘relational investment’. Drawing from a qualitat...\",\"PeriodicalId\":48085,\"journal\":{\"name\":\"British Journal of Sociology of Education\",\"volume\":\"211 1\",\"pages\":\"\"},\"PeriodicalIF\":2.2000,\"publicationDate\":\"2024-02-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"British Journal of Sociology of Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/01425692.2024.2305375\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Sociology of Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/01425692.2024.2305375","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Participation as relational investment: thinking beyond social capital in culturally and linguistically diverse educational contexts
Departing from normative notions of participation as passive or responsive vis-à-vis active or agentic, this article conceptualises participation as ‘relational investment’. Drawing from a qualitat...
期刊介绍：
British Journal of Sociology of Education is one of the most renowned international scholarly journals in the field. The journal publishes high quality original, theoretically informed analyses of the relationship between education and society, and has an outstanding record of addressing major global debates about the social significance and impact of educational policy, provision, processes and practice in many countries around the world. The journal engages with a diverse range of contemporary and emergent social theories along with a wide range of methodological approaches. Articles investigate the discursive politics of education, social stratification and mobility, the social dimensions of all aspects of pedagogy and the curriculum, and the experiences of all those involved, from the most privileged to the most disadvantaged. The vitality of the journal is sustained by its commitment to offer independent, critical evaluations of the ways in which education interfaces with local, national, regional and global developments, contexts and agendas in all phases of formal and informal education. Contributions are expected to take into account the wide international readership of British Journal of Sociology of Education, and exhibit knowledge of previously published articles in the field. Submissions should be well located within sociological theory, and should not only be rigorous and reflexive methodologically, but also offer original insights to educational problems and or perspectives.
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