{"title":"选择的实践:布迪厄在国际教育领域的应用","authors":"Lina Khalil, A. Kelly","doi":"10.1177/1475240920954045","DOIUrl":null,"url":null,"abstract":"This paper presents findings from a recent study on choice-making among teachers, school leaders and parents in a for-profit British international school in Kuwait. Using a Bourdieusian field analysis, the choice-making of the various stakeholders is investigated to reveal their positionality within the school’s social space, to examine the resources they hold and the capitals in which they are willing to invest. We find that choices made by, and within, an international school reveal symbolic violence, and a ‘taken-for-granted understanding’ that this form of schooling (British- rather than American-style international schooling) is superior. Participants in the study included teachers, parents, graduating class students and school leaders. Teachers and parents were a representative mix of local (both Arab and non-Arab) and expatriate. The study makes an important contribution to the body of knowledge relating to international schools, in its theoretical framework and its inclusion of the wider stakeholder population, which together generate a deeper understanding of professional practice in the international school context.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":"19 1","pages":"137 - 154"},"PeriodicalIF":1.4000,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475240920954045","citationCount":"12","resultStr":"{\"title\":\"The practice of choice-making: applying Bourdieu to the field of international schooling\",\"authors\":\"Lina Khalil, A. Kelly\",\"doi\":\"10.1177/1475240920954045\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This paper presents findings from a recent study on choice-making among teachers, school leaders and parents in a for-profit British international school in Kuwait. Using a Bourdieusian field analysis, the choice-making of the various stakeholders is investigated to reveal their positionality within the school’s social space, to examine the resources they hold and the capitals in which they are willing to invest. We find that choices made by, and within, an international school reveal symbolic violence, and a ‘taken-for-granted understanding’ that this form of schooling (British- rather than American-style international schooling) is superior. Participants in the study included teachers, parents, graduating class students and school leaders. Teachers and parents were a representative mix of local (both Arab and non-Arab) and expatriate. The study makes an important contribution to the body of knowledge relating to international schools, in its theoretical framework and its inclusion of the wider stakeholder population, which together generate a deeper understanding of professional practice in the international school context.\",\"PeriodicalId\":45854,\"journal\":{\"name\":\"Journal of Research in International Education\",\"volume\":\"19 1\",\"pages\":\"137 - 154\"},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2020-08-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1177/1475240920954045\",\"citationCount\":\"12\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Research in International Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/1475240920954045\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in International Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/1475240920954045","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The practice of choice-making: applying Bourdieu to the field of international schooling
This paper presents findings from a recent study on choice-making among teachers, school leaders and parents in a for-profit British international school in Kuwait. Using a Bourdieusian field analysis, the choice-making of the various stakeholders is investigated to reveal their positionality within the school’s social space, to examine the resources they hold and the capitals in which they are willing to invest. We find that choices made by, and within, an international school reveal symbolic violence, and a ‘taken-for-granted understanding’ that this form of schooling (British- rather than American-style international schooling) is superior. Participants in the study included teachers, parents, graduating class students and school leaders. Teachers and parents were a representative mix of local (both Arab and non-Arab) and expatriate. The study makes an important contribution to the body of knowledge relating to international schools, in its theoretical framework and its inclusion of the wider stakeholder population, which together generate a deeper understanding of professional practice in the international school context.
期刊介绍:
The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.