Conceptualising the ‘education hustle’ as a case of Bourdieuian doxa and illusio

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Sociology of Education Pub Date : 2024-07-21 DOI:10.1080/01425692.2024.2381102

Andrew Skourdoumbis

引用次数: 0

Abstract

This article conceptualises the notion of the ‘education hustle’ as a case of Bourdieuian doxa and illusio. It is argued that the plethora of education reforms engaged in across the globe encompass...

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将 "教育喧嚣 "概念化为布尔迪厄式的 "哆嗦 "和 "幻想 "案例

本文将 "教育喧嚣 "这一概念视为布尔迪厄理论中的 "doxa "和 "illusio"。文章认为，全球各地开展的大量教育改革包括...

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来源期刊

British Journal of Sociology of Education Multiple-

CiteScore

3.70

自引率

9.50%

发文量

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.