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1.
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
2.
Lexi Earl 《Cambridge Journal of Education》2020,50(1):77-93
ABSTRACTThis paper explores how middle-class distinction is produced in a primary school by focusing on four different ‘scenes’. Using Bourdieu’s notion of distinction, this paper shows how children are educated on matters of middle-class taste. I argue that privilege is produced through food education in different formats. This taste education goes beyond what one should merely eat and consume. It is situated within a middle-class nostalgia for rural ‘villageness’. While this type of distinction is not in and of itself problematic, this paper discusses the implications for when these ideas are taken up in policy, and expected of all schools. I argue educators need to be aware of how these values are being rolled out as universal values, expected of schools in diverse areas. Educators should pay attention to how middle-class distinction and privilege is produced and reproduced in schools, in order to create a more inclusive food education. 相似文献
3.
Nadine Blankvoort Vera C. Kaelin Soemitro Poerbodipoero 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):356-370
Background: Globalisation trends such as increased migration to and within European countries have led to even greater cultural diversity in European societies. Cultural diversity increases the demand of cultural competency amongst professionals entering their work field. In particular, healthcare professionals need knowledge and skills to equip them to work with clients from different cultural backgrounds. Within higher education (HE), the professional development of cultural competency should ideally feature in undergraduate education and is often promoted as a by-product of a study abroad period. However, recognising that logistical and financial barriers often exist for extended study abroad, one alternative approach could be participation, at home or abroad, in a short-term international programme set within students’ own HE institutions.Purpose: The aim of this study was to explore HE students’ experiences of participating in international ‘short-term mobility week’ programmes at three European universities.Methods: Each university involved in the research offered short-term programmes for healthcare professions students at their own institution, where both local students and students from abroad could participate. Participants were healthcare students in the programme at one of the three universities. Data were collected through focus group interviews (4–8 students per group; n = 25). The data were transcribed and then analysed qualitatively, using a content comparison method.Results: The analysis identified six categories, which reflected students’ journeys within the short-term international experiences.Conclusions: The analysis suggested that, for these students, engagement in a short-term mobility week programme provided valuable opportunities for encounters with others, which contributed to personal and professional development, greater confidence in the students’ own professional identities, as well as an increasing sense of cultural awareness. 相似文献
4.
Sepideh Fotovatian 《Teaching in Higher Education》2013,18(5):577-588
Postmodern institutional interactions in Australian universities, among students and staff, entail negotiation of identity, legitimacy, and ‘social capital’. For many international students, this happens in an additional language and culture, in English. The case study presented here profiles four international non-English speaking background Ph.D. students in an Australian university, observes their out-of classroom departmental interactions, and uses a sociocultural perspective of second language in use to map their approaches to the negotiation of institutional identity. Two focus group interviews with the participants illustrated how, despite similarities among the participants in the beginning as newcomers to a Western university, students chose different pathways for integration, engagement in institutional interactions, and identity construction. The discussions highlight the role of agency and intentionality in participation and learning through interaction which leads to a critique of the ‘international student' as a label that underplays student agency. 相似文献
5.
Aieman Ahmad Al-Omari Kamal E. Bani-Hani 《International Journal of Leadership in Education》2020,23(3):315-329
ABSTRACTThe purpose of this study is to identify Medical Leadership Competences among medical students at Hashemite University, and analyze the significant differences in the university participants based on their academic level, gender and GPA. Data collection randomly selected from medical students, the response rate for were (260) students. A 40 items survey covered the five areas of Medical Leadership Competences were used. The responses indicated that the most leadership competences for medical students ascending by means were: ‘Demonstrating personal qualities’, ‘Working with others’, ‘Managing services’, ’Setting direction’, an ‘Improving services’, all of these competencies were in high level. There were no significant differences at the 0.05 level among medical leadership competences of medical students’ at Hashemite University related to their academic year, gender, and GPA. 相似文献
6.
AbstractThis study concentrates on exploring the ‘logic’ of modern universities in China-a working concept that promotes a more in-depth discourse on the implicit illustrations of the ‘logic’ of universities in contemporary China. Drawing on the logic model, we explore the conceptualization of the ‘logic’ of university and examine how the concept of ‘logic’ of modern universities to be perceived, challenged and negotiated through the historical, social and value perspectives. The historical logics, social logics and value logics contribute on unveiling the ‘logic’ of modern university in contemporary China. We suggested that the ‘logic’ of university has important conceptual and practical implications for higher education, especially the importance of explicitness. The ‘logic’ of modern university in China is subject to offer a platform where expectations of university students are elaborated. In addition, the study also seeks to offer an insight into the conceptualization of the ‘logic’ of modern university in contemporary China. 相似文献
7.
ABSTRACTThis article explores four critical factors in the determining of regional and remote school students’ intentions to progress to university. Three of these factors are based on the theory of planned behaviour (TPB): students’ attitudes, the opinions of their significant others (social capital), and students’ perceptions of control. A fourth factor, students’ knowledge about university, is also examined, extending the TPB. The research model tested used the responses of a survey of 620 school students from remote and regional areas in New South Wales, Australia. Results show that students’ attitudes towards university and perceptions about social capital are the most important predictors of their intentions to progress to university. In addition, students’ knowledge about university was found to be a significant contributor to students’ attitudes and perceptions of control. 相似文献
8.
《Journal of Further & Higher Education》2012,36(8):1152-1162
AbstractThis article analyses literacy narratives of first-year students at a South African university. It uses excerpts from the literacy narratives to explain how this writing genre serves as an outlet for reconstructing experiences of social injustice and agency. The article discusses how students’ experiences of social injustice and their sense of agency intersect to influence their literacy development from primary school to university. The article contends that, although literacy narratives give lecturers access to students’ pre-university learning experiences and their discomforts with university literacy expectations, they also capture aspects of societal injustices and their responses to these injustices. 相似文献
9.
AbstractWe focus on transition from school or employment to university and analyze how social network characteristics and the quantity of social capital (SC) influence the assessment of help in selecting a program of study. We analyze data of undergraduate students at a German university and find that SC has an amount and a context effect. First, we assume that in networks where students find a lot of SC, they also receive helpful advice. Second, a social network close to academia offers useful help. Our multivariate analyses support the context effect, but also indicate a marginal utility of SC. Students with academically educated parents rate their parents’ help as more useful, and students with studying friends rate their friends’ advice as helpful. However, students who are rich in SC among family and friends rate their help lower than students who are rich in SC among only one part of their network. 相似文献
10.
Xin Wang 《Educational Philosophy and Theory》2020,52(12):1314-1328
AbstractThe growing Chinese middle class and their accumulation of wealth and economic capital have seen an increasing number of Chinese students pursuing their education in the West. Due to this growing number, motivations behind their decision to study abroad warrant scholarly treatment. This article discusses the motives of Chinese middle-class families and their children in seeking studying abroad. The paper reports on a recent study of 166 students on American campuses from 2017 to 2018. It uses Bourdieusian concepts of capital, habitus, and the idea of social mobility and social reproduction, to understand Chinese middle-class families’ strategic decisions around studying overseas in relation to employability, labour market competitiveness, and family support. Studying abroad, therefore, is construed by Chinese middle class families as a way of pursuing and preserving their social status and social mobility. 相似文献
11.
Kristinn Hegna 《Journal of Vocational Education & Training》2017,69(2):196-213
One in four upper secondary school students in Norway experience nearly single-sex classrooms, an unintended consequence of choosing certain vocational study programmes, such as Health care, childhood and youth development or Building and construction. This raises a question about how female students describe their experiences of social relationships and classroom culture within the context of a gender-segregated vocational education setting. Analyses of educational biography interviews reveal that stories of conflict, competition and cultural differences dominate and are often described using derogative or gendered language, such as ‘bitching’, ‘gossip’ and ‘drama’. These stories demonstrate a break with gender stereotypes but, at the same time, accentuate femininity by aligning the behaviour to stereotypical discourses of ‘girl’ behaviour. In their stories, gender loses its importance as a basis for solidarity and commonality when students share the same gender; instead, hierarchies and other differences become highlighted. 相似文献
12.
13.
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
14.
AbstractIn 2007, we argued that, when it comes to sociology of education, the lives and education of refugee children were invisible. Sociology of education was ‘a wasteland’ as far as studies of the social effects of migration were concerned. Here, we revisit this argument exploring whether education and migration has been developed into a viable specialism in the discipline, and whether one of the great societal challenges of our age is being addressed. Examining the work published on migration and education since 2005 in BJSE, we see that the majority of studies focus on the global mobility of students and on school experiences of migrant children. While these are valuable foci, what is missing is a more extensive consideration of how ‘the age of migration’ and the characteristics of global migration in the 21st century challenge the values, the policies and practices associated with state education institutions and social order. 相似文献
15.
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
16.
Maria Berge Anna Danielsson Malena Lidar 《Research in Science & Technological Education》2020,38(1):63-83
ABSTRACTBackground: Physics is often seen as a discipline with difficult content, and one that is difficult to identify with. Socialisation processes at the upper secondary school level are of particular interest as these may be linked to the subsequent low and uneven participation in university physics. Focusing on how norms are construed in physics classrooms in upper secondary school is therefore relevant.Purpose: The purpose of this paper is to identify discursive patterns in teacher–student interactions in physics classrooms.Design and methods: Three different physics lessons with one class of students taught by three different teachers in upper secondary school were video-recorded. Positioning theory was used to analyse classroom interaction with a specific focus on how physics was positioned.Results: We identified seven different storylines. Four of them (‘reaching a solution to textbook problems’, ‘discussing physics concepts in order to gain better understanding’, ‘doing empirical enquiry’ and ‘preparing for the upcoming exam’) represent what teaching physics in an upper secondary school classroom can be. The last three storylines (‘mastering physics’, ‘appreciating physics’ and ‘having a feeling for physics’) all concern how students are supposed to relate to physics and, thus, become ‘insiders’ in the discipline.Conclusions: The identification and analysis of storylines raises awareness of the choices teachers make in physics education and their potential consequences for students. For example, in the storyline of mastering physics a good physics student is associated with ‘smartness’, which might make the classroom a less secure place in general. Variation and diversity in the storylines construed in teaching can potentially contribute to a more inclusive physics education. 相似文献
17.
Cristina Costa Yvette Taylor Claire Goodfellow Sidonie Ecochard 《Cambridge Journal of Education》2020,50(1):107-123
ABSTRACTFamily is widely regarded as a cornerstone of student support. When family support exist as an essential form of social capital making, rupture of family ties places students in a disadvantageous position. This paper focuses on estranged students’ accounts of their experiences of higher education, highlighting how capital dynamics shape their academic trajectories. Based on interviews with 21 estranged students, our research uncovers different dimensions of estranged students’ struggles and successes as they move through academia. This paper explores the social imagination that surrounds the university student, or ‘student experience’, as resting upon family support. The authors propose that widening participation policies and practices need to be more attuned to the realities that mark estranged students’ experiences, as they are not only impacted by the scarcity of either economic or social capital, but also by the instability of interrelated capitals that contribute to precarious and volatile experiences. 相似文献
18.
ABSTRACTLearning and teaching on physical university campuses have been enhanced by digital technology both in formally scheduled learning and teaching events and in the less formal spaces in which the higher education experience unfolds. The digital skills and know-how with which students arrive at university will arguably develop throughout the academic journey, though the extent to which they will underpin students’ growth into digital citizens, that is, confident and competent participants in a broader range of digitally enhanced social and professional communities, is likely to vary. The present article is the outcome of a research project which explored how students experience learning, teaching and communicating through digital technologies on a range of undergraduate courses at a UK university. Focus groups with fifty-five students in different years of study across twenty-three undergraduate courses revealed a nuanced understanding of the notion of ‘digital native’, yet a lack of readiness to link participation in digital spaces to digital citizenship and to articulate attributes of an effective participant in digital communities. The focus groups highlighted inconsistent alignment between personal, academic and professional digital spaces. They clearly signalled a need to explore further the commonalities and points of intersection between the three, moving beyond a skills mindset, and paying particular attention to the way in which participants in higher education construct and take up virtual identities, how they negotiate access to digital environments, the degree of control they are able and ready to exercise over digital spaces, and the contribution that universities can make to facilitate the complex developmental journeys towards digital citizenship. 相似文献
19.
Barbara Hanfstingl Gunther Abuja Gabriele Isak Christine Lechner Eleonore Steigberger 《Educational Action Research》2020,28(1):71-82
ABSTRACTThe purpose of this article is to describe how Lesson Study as second-order action research can be applied and how we planned to evaluate and improve course design, learners’ progress, team members’ roles and learning objectives of a 2-year university course for English as a Second Language teachers. The article describes the concept of a Lesson Study conducted in a course for teachers with a minimum of 3 years of teaching experience, rather than for students or undergraduates as in traditional concepts of the Lesson Study approach. PFL (‘Pedagogy and Subject Didactics Programme’) is a 2-year programme consisting of three seminars and five groups meetings in which the participants focus on the reflection of their professional practice in their specific school situation. All participants are required to plan, carry out and document their own action research project. The team provides input on action research and current topics in language teaching and learning, and advises participants. The methodology follows a mixed-method approach based on action research methodologies including questionnaires, interviews and observations. Analyses are conducted qualitatively and quantitatively. The article presents the concept of the project but not yet findings at this stage due to curriculum development and approval issues. 相似文献
20.
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