共查询到20条相似文献，搜索用时 24 毫秒
1.
Claire Maxwell Miri Yemini 《Discourse: Studies in the Cultural Politics of Education》2019,40(5):616-632
ABSTRACTIn this study, we explore how different forms of family mobility shape parental education strategies of three middle-class groups (moored Israeli professionals, immigrants from Israel to the UK and global middle class Israeli families). By focusing on families from the same nationality, we show how different practices of mobility differentiate between these middle-class fractions. Building on Andreotti’s framework for ‘global mindedness’ we suggest that orientations to cosmopolitanism also differentiate between these groups – from tourism (moored middle class), to empathy (immigrant middle class), to visiting (global middle class). By drawing on this conceptualisation, it is possible to understand why, despite the considerable uncertainty that constant mobility generates for children’s education and futures, global middle-class parents appear to assuredly navigate processes of securing and transmitting advantage. 相似文献
2.
ABSTRACTTravel has become ubiquitous for most social groups as holidaying abroad has become ever cheaper and ecumene. This paper considers how travel can be understood as part of family practices around children’s educations and futures. Drawing on Kaufmann’s concept of motility, we examine how spatial mobility might become a form of cultural capital to reproduce privilege or facilitate social mobility. We generated data on family spatial mobility during the act of international air travel itself, interviewing 22 participants. We argue that spatial mobility and its link to social mobility is differently conceived of by our working, middle, and global middle class families, but that all three seek to use travel overtly as a form of cultivation for their children. This leads us to suggest that international travel may illuminate new ways that social class differentiations and lines of striation are being forged through movements across transnational spaces, offering new insights for education professionals and scholars. 相似文献
3.
Jennifer Waddling Emil Bertilsson Mikael Palme 《Discourse: Studies in the Cultural Politics of Education》2019,40(5):697-716
ABSTRACTDrawing on empirical data regarding educational strategies among internationally mobile families in the Stockholm-Uppsala region, this study questions the notion of a global middle class. First, a quantitative analysis shows that immigrating middle class professionals and their children are few, having marginal impact on the demand for international education. Furthermore, they far from constitute a homogeneous class, instead comprising of fractions opting for different types of schools. A second, qualitative study on capital conversion among mobile families illustrates that even well-educated international movers face serious challenges converting their existing knowledge, skills and contacts into well-informed social, professional and educational strategies in their new context. This suggests the limitations of concepts such as international capital. It is argued that the GMC concept overshadows the fact that social groups within the middle classes have varying degrees of international mobility that constitutes just one dimension of what separates them from each other. 相似文献
4.
Paul Tarc Aparna Mishra Tarc Xi Wu 《Discourse: Studies in the Cultural Politics of Education》2019,40(5):666-681
ABSTRACTThis exploratory study on the global middle class (GMC) examines three representative experiences of the tens of thousands of Anglo-Western international schoolteachers (ISTs), who teach in private, K-12, English-immersion international schools for extended periods of time. The notion of GMC provokes consideration of social class making and forms of belonging of professional and managerial service workers who are ‘middling actors’ in the flows of transnational migration. We ground our analysis by examining three IST families as a unique group within the GMC. We find that ISTs, oriented by pre-sojourn middle-class histories, differentially (re)fashion their social class locations in the more elite transnational milieu of the international schools. These families accumulate and exchange economic, cultural and social capital under their transnational routes, connections and returns. Their children’s access to an elite international education as a condition of their international employment represents a unique form of school choice. 相似文献
5.
Joanne Higginson Julie McLeod Fazal Rizvi 《Discourse: Studies in the Cultural Politics of Education》2019,40(5):633-646
ABSTRACTSchooling has long been studied for its role in class formation and reproduction, Australian government secondary schools have also traditionally been associated with ‘the local’ and with ‘nation building’. Some schools might now also be engaged with ideas of the ‘the global’ not only through policy practices and priorities, but also through the social dynamics of migration and movement. In globalizing times neither class formation nor schooling can be thought of simply in national terms. They are connected to globalizing forces yet cannot be divorced from their national specificity. We suggest that within Australia recent and historical emphases on skilled migration are pivotal to considering local connections to global middle class circuits. We argue for new approaches to studying the school experiences of global middle-class families and students, through a focus on transnational connectivities, generational dynamics, family and social life, rather than on more ‘culturalist’ approaches and national comparisons. 相似文献
6.
ABSTRACTMeritocracy is used by governments in many societies as an ‘effective’ way to represent social justice and legitimise – explain away – class inequality. By focusing on a small number of working-class students who achieve academic ‘success’ and have reached elite universities in an ideal meritocratic environment – Chinese schooling – this paper aims to discuss the relation of meritocracy to upward social mobility and class domination. Our analysis raises questions about the notion of ‘success’ in a meritocratic environment and suggests the operation of a new form of symbolic domination in relation to these working-class high-achievers. Through their ‘successes’ at school, they are distanced from their working-class localities and histories, while they also remain outside of the middle-class sensibilities that they aspire to – they become a ‘third class’ whose core values reside in meritocracy itself. There is no transcendence of class here rather a different form of distinction and exclusion. 相似文献
7.
Linn Posey-Maddox Shelley McDonough Kimelberg Maia Cucchiara 《British Journal of Sociology of Education》2016,37(7):905-927
A growing body of literature has begun to explore the individual identities, motivations, and school choices of middle-class, typically white, parents who choose to reside in socioeconomically and racially mixed central city neighborhoods. Drawing on qualitative research in three US cities, we argue that a focus on middle-class parents’ collective engagement in schooling is particularly important in under-resourced urban contexts. In these environments, we show, middle-class parents’ use of social networks often extends beyond basic information-sharing about school quality to encompass a range of activities undertaken with other families ‘like them’ who have also chosen to enroll their children in an urban public school. We find that, in some instances, middle-class parents’ collective actions can benefit an entire class or school. Yet in other instances, their activation of social capital can contribute to processes of social reproduction in urban schooling by excluding or marginalizing low-income students and their families. 相似文献
8.
Achala Gupta 《British Journal of Sociology of Education》2020,41(1):48-63
AbstractThe heterogeneity of the contemporary Indian middle-class has been discussed widely. However, the effect of its internal differences on the distribution of educational resources needs to be examined systematically. Drawing upon in-depth interviews with parents in 53 middle-class families in Dehradun, India, this paper explores three aspects of the home-school relationship: how socioeconomic transformations shape parents’ aspirations for their children’s future, educational decisions parents make to realise those aspirations, and mothers’ engagement in their children’s everyday schooling. The tripartite analysis reveals that despite sharing common educational goals and strategies with the population in general, middle-class families in India use their class privilege to gain valuable educational resources. The paper argues that the discrepancy in the mobilisation of accumulated resources in the heterogeneous middle-class results in disparate educational advantages across families. It critiques the binary construction of social classes when explaining the processes of social reproduction in contemporary Indian society. 相似文献
9.
Angela Devas 《Higher Education》2011,62(6):815-828
Despite an increase in higher education uptake in the UK, participation rates for working class students remain low. When
working-class students attend university, they are often attracted to lower status universities to enrol in new subject areas,
such as media studies. This study uses Bourdieu’s theory of stratification, and its reproduction via cultural and educational
capital, to examine the experiences of a group of 55 media students using qualitative methods. The study finds that working
class students often struggle to find their way to university, while middle-class ones may arrive through much easier routes.
Working-class students are often circumscribed in their mobility by financial factors or caring roles. The students’ experiences
of seminars can be alienating and difficult as the teaching may draw on implicit middle-class cultural capital with particular
modes of address and verbal dexterity. The partnership model of teaching assumes a normative construction of a specific mode
of studenthood and students may find themselves marginalised if they are not able to engage with this; the concept of independent
learning may serve to aggravate this marginalisation. The students often receive strong support from families, particularly
mothers, but may also experience distanciation between themselves and their friends from home. Middle-class students are able
to project an assured career trajectory; working-class students are often ambitious but do not have access to the privileged
cultural and social capital to realise their goals as effectively. Despite the relatively large numbers of students from working-class
backgrounds, the institutional habitus of the university remains alien to some of its students. 相似文献
10.
Eileen Yuk-ha Tsang 《Higher Education》2013,66(6):653-668
This article examines how and why the Chinese second-generation middle class, who are unable to obtain admission in China’s premier universities, turn their back on other public universities and instead attend private universities in their country. It finds that their parents capitalize on their privileged guanxi (connections) to send their children to private universities and then study abroad to secure a generational reproduction of their class status and mobility. The Chinese new middle class families look upon joint-partnership private universities as the stepping stone for overseas study. In addition, this article examines how extant Western class theories, including Weberian, Neo-Weberian, and Bourdieuian theories, cannot provide an adequate account of class formation and the generational stratification in present-day China. To explain this reproduction of class in contemporary China, this paper explores how and why the Maoist social institutions of danwei (work unit) and hukou (household registration) still matter in post-reform China in determining middle class’s life chance. Seen in this light, the progenies of cadres and skilled professionals are the main beneficiaries of economic reform. 相似文献
11.
Erica Southgate Caragh Brosnan Heidi Lempp Brian Kelly Sarah Wright Sue Outram 《Critical Studies in Education》2017,58(2):242-260
ABSTRACTHigher education is understood as essential to enabling social mobility. Research and policy have centred on access to university, but recently attention has turned to the journey of social mobility itself – and its costs. Long-distance or ‘extreme’ social mobility journeys particularly require analysis. This paper examines journeys of first-in-family university students in the especially high-status degree of medicine, through interviews with 21 students at an Australian medical school. Three themes are discussed: (1) the roots of participants’ social mobility journeys; (2) how sociocultural difference is experienced and negotiated within medical school; and (3) how participants think about their professional identities and futures. Students described getting to medical school ‘the hard way’, and emphasised the different backgrounds and attitudes of themselves and their wealthier peers. Many felt like ‘imposters’, using self-deprecating language to highlight their lack of ‘fit’ in the privileged world of medicine. However, such language also reflected resistance to middle-class norms and served to create solidarity with community of origin, and, importantly, patients. Rather than narratives of loss, students’ stories reflect a tactical refinement of self and incorporation of certain middle-class attributes, alongside an appreciation of the worth their ‘difference’ brings to their new destination, the medical profession. 相似文献
12.
从1872年起,中国近代官派留学正式开始,共经历了三个时期:留学还没有成为正式社会流动的途径,只是使个别留学生向上流动;留学和科举成为两条并列的社会流动途径;通过研究中国近现代教育史,我们发现在近现代社会流动中、在废除科举后,留学正式取代科举成为近代社会向上流动的途径。在南京临时政府、北洋政府、国民政府的政权中均发挥了举足轻重的作用。 相似文献
13.
AbstractThis paper considers whether subject choice at 14–16 influences post-16 transitions, taking into account prior academic attainment and school characteristics, and if so, whether this accounts for socioeconomic, gender, and ethnic differences in access to post-16 education. We consider post-16 progression to full-time education, A-levels, and studying two or more facilitating subjects at A-level. We use ‘Next Steps’, a study of 16,000 people born in England in 1989–1990, linked to administrative education records (the National Pupil Database). We find that students pursuing an EBacc-eligible curriculum at 14–16 had a greater probability of progression to all post-16 educational outcomes, while the reverse was true for students taking an applied GCSE subject. Curriculum differences did not explain the social class differences in post-16 progression, but an academic curriculum was equally valuable for working-class as for middle-class pupils. Pursuing an EBacc-eligible curriculum particularly strongly increased the chances of girls and white young people staying in the educational pipeline, whereas applied subjects were particularly detrimental for girls. An EBacc-eligible curriculum at age 14–16 increased the chances of studying subjects preferred by Russell Group universities at A-level. 相似文献
14.
ABSTRACTIn the last two decades, we have witnessed a rapid expansion of higher education in Mainland China and Taiwan, recording a significant increase in higher education enrolments in these two Chinese societies. The massification of higher education in China and Taiwan has inevitably resulted in an oversupply of university graduates, with growing social concerns for skills mismatches being found in the labour market, stagnant graduate employment and social mobility. This article critically examines how university students and graduates in these two Chinese societies reflect upon their employment experiences. Human capital theory predicts that other things being equal, raising participation in higher education will initially increase inequality as rates of return rise, and then it will reduce inequality as expansion reaches mass levels and rates of return decline. If the output of graduates outpaces the demand for their skills, which appears to be the current case in many countries, then supply and demand pressures reduce the pay premium for degrees and lower income inequalities. However, this study clearly demonstrates that the massification and the universalisation of higher education in Mainland China and Taiwan, respectively, have actually intensified inequality. 相似文献
15.
Xiaoxin Wu 《The Australian Educational Researcher》2012,39(3):275-293
School choice in China is a parent-initiated bottom-up movement characterised by the payment of a substantial ??choice fee?? to the desired school, and parents?? positional competition through the use of cultural, social and economic capital, before and during the school choice process. This study demonstrates that Chinese middle class parents?? cultural capital and their efforts to help their children to accumulate cultural capital through after-school activities greatly increase their positional advantage in the competitive school admission process in China. The Chinese practice of acquiring cultural capital outside the family has to some extent extended the development of Bourdieu??s cultural reproduction theory. The widespread practice of such actions by middle class families clearly illustrates how cultural capital can be used to maintain social stratification by perpetuating educational inequalities that lead to unequal life opportunities for differently schooled people. 相似文献
16.
邢奥 《石家庄职业技术学院学报》2020,(1):36-40
随着中国赴海外留学生数量的增长,留学生跨文化适应问题愈发受到学界关注,对其进行文献的梳理与分析是深化研究的基础。首先由概念入手,对该领域的相关理论进行梳理;其次从适应状况、影响因素和相关建议方面对相关经验研究进行分析。在此基础上指出,尽管近十年该领域的研究不断丰富,却未能在理论层面有所创新,依然存在着调研国、调研方式及学科的局限性。为此,进行比较研究或许可以成为未来该领域研究的重要方向。 相似文献
17.
ABSTRACTThe concept of science capital has a growing influence in science education research for understanding young people’s science trajectories. Popularised in the UK, this paper aims to extend and evaluate the applicability of science capital in the context of China by drawing on PISA2015. More specifically, we make use of existing items in the PISA2015 survey as a proxy for operationalising the construct of science capital to explore the science career aspirations and attainments of 15-year-old Chinese and UK students (n?=?23,998). Our findings indicate that science capital has more explanatory power for understanding UK students’ science career aspirations than for Chinese students, where science attainment seems most important. We raise the potential challenge for Chinese students to convert their science capital into scientific self-efficacy and science career aspirations as we highlight the importance of recognising cultural and national differences in operationalising science capital. 相似文献
18.
Emer Smyth 《牛津教育评论》2018,44(1):37-55
AbstractYoung people in Irish schools are required to choose whether to sit secondary exam subjects at higher or ordinary level. This paper draws on a mixed methods longitudinal study of students in 12 case-study schools to trace the factors influencing take-up of higher level subjects within lower secondary education. School organisation and process are found to shape the extent to which young people actually have a ‘choice’. Streaming practices, which are more prevalent in schools serving socio-economically disadvantaged communities, constrain the degree of choice young people have over their subject levels, with those in lower stream classes usually allocated to ordinary level. Even where schools have mixed ability base classes, schools influence access to higher level subjects. In the middle-class and socially mixed schools, teachers are more likely to expect and encourage all students to take higher level. In contrast, in working-class schools there are sharp declines in the proportion taking higher level subjects as they approach the national exam taken at the end of lower secondary education. Early decisions about not pursuing higher level are found to have long-term consequences. The findings contribute to our understanding of how curriculum differentiation reinforces social class differences in educational pathways. 相似文献
19.
AbstractThe acquisition of cultural capital can only be understood in the light of the formation of habitus, including the socialisation process, and in the context of the field in which any such capital has value. Yet, the relation between cultural capital and habitus is seldom discussed in research. Drawing on the data from focus groups with 96 students and a survey of 5,779 students from six Singapore secondary schools, we analyze how reading as a form of cultural capital is distributed among High-SES, Mid-SES and Low-SES students in Singapore. We show how middle-class practices of intensive immersion in school-valued reading practices is a form of habitus that prepare some students better than others for engaged reading. The findings highlight how reading as a form of cultural capital is operationalized through students’ familial habitus and argues that making visible familial habitus provides insights for transforming institutional habitus for students’ reading futures. 相似文献
20.
Universities worldwide, in placing a greater emphasis on global mobility, have recently seen a growing number of in- and outbound students. Parallel to this development has been the need to internationalize individual campuses, an important aspect of which is to have a common language (or languages) used for communication. The language policies in Asian universities have been complicated by the growing presence of international students who may only understand one of the languages used as the medium of instruction, typically English. Drawing on Tinto’s integration (Leaving college: Rethinking the causes and cures of student attrition, The University of Chicago Press, Chicago, 1987) and Spolsky’s language policy (Language management, Cambridge University Press, Cambridge, 2009) frameworks, this exploratory, perceptual study solicits the views from 38 international students on the implementation of a bilingual education policy, especially with respect to whether the policy facilitated these sojourners’ academic and social integration at a Taiwanese university that is actively advocating internationalization. The findings suggest that Mandarin Chinese continues to be the mainstream medium of instruction and social activities, while English is used rather sparingly and on an as-needed basis. The recognition of the growing economic power of China and importance of Chinese as well as the scholarships provided may have overridden these sojourners’ integration concerns and challenges arising from the underuse of English as a lingua franca. 相似文献