British Journal of Sociology of Education最新文献

{"title":"Complaint!","authors":"G. Crozier","doi":"10.1080/01425692.2023.2216409","DOIUrl":"https://doi.org/10.1080/01425692.2023.2216409","url":null,"abstract":"Making a complaint may sound like something fairly trivial and as Sara Ahmed tells us when complaints are lodged in the university they are often treated as such. They are brushed aside as moans and whinges and such behaviour is frequently ascribed to women, Black or Minority Ethnic people and LGBTQ, thus marginalising and ultimately silencing groups of people who have historically and contemporaneously been silenced. And yet most universities have procedures and processes through which staff and students can complain, not least as in Britain, in order to meet the Equality Act, for example. In this highly original and engaging book Sara Ahmed forensically reveals that making a complaint in the university system is not what it might seem to be; as she says in her opening sentence ‘To be heard complaining is not to be heard’. (1). As is well known, since it was widely reported, Sara Ahmed resigned from her university and indeed academia, because of the failure of her institution to respond satisfactorily to complaints made by students about sexual harassment. Ahmed had herself tried to support the students but to little avail. She explains in the book that she decided to undertake the research into making a complaint before she resigned and continued it, after a pause, after her resignation. The book is an ethnography of institutional process, control and reproduction. It is also an interrogation of racism, sexism, homophobia and ableism within the institution through the experiences of the complaint process. Sara Ahmed gathered the testimonies, as she describes them, through narrative interviews with 40 students, academics, researchers and administrators who had been involved in some way in a formal complaint process, about ‘unequal or unjust working conditions or abuses of power such as harassment and bullying’. (9). Most of the participants contacted Ahmed through her website or blog. The response to the complaints issue was overwhelming which is indicative of the extent of the problem and also the desire for someone to listen and give some acknowledgement and thus validation. Sara Ahmed is a well-known feminist and as she says she had become a feminist ear for her institution; now she was able to become a feminist ear for those outside in other institutions. This book also represents a feminist ear. Complaint, as Ahmed says, is a form of feminist pedagogy in that making a complaint is to speak out against abuse, harassment, discrimination and an unfair system frequently against women but also ‘people of colour’, disabled people and LGBTQ. It is a means of exposing the nature of institutions and how they work – how they work frequently to reproduce themselves, and reinforce themselves, thus resisting change. As a feminist ear and someone who had demonstrated her commitment to fighting for justice, as well as her autonomous position by resigning, Sara Ahmed evoked a strong sense of trust from the participants in that they felt they and their stor","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43184355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Subject choice motivation and students’ conceptions of employability: thin and thick","authors":"M. Souto-Otero, Jesús García-Álvarez, Miguel A Santos Rego","doi":"10.1080/01425692.2023.2203364","DOIUrl":"https://doi.org/10.1080/01425692.2023.2203364","url":null,"abstract":"Abstract This study aims to fill a gap in our understanding of the relationship between two major topics in educational research: higher education choices and students’ conceptions of employability. It explores, first, the balance between vocational calling, instrumental considerations and chance in subject choice and, second, the relation between vocational calling and two alternative conceptions of employability (thin and thick) articulated in the article. Using survey data from ‘Education’ students in Spain, the results show an association between a strong vocational calling in subject choice and a ‘thick’ conception of employability that goes beyond credential performance and underlines the importance of an economy of experience. By contrast, students with lower vocational calling adopt a narrower (‘thin’) conception of employability, based on credential performance. The consequences of these results for theory and for practice are discussed, highlighting the need to better acknowledge the role of interests, and not only skills, in the employability agenda.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46953798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From robots who teach to synthetic politics","authors":"L. Gourlay","doi":"10.1080/01425692.2023.2216411","DOIUrl":"https://doi.org/10.1080/01425692.2023.2216411","url":null,"abstract":"These three books deal with various aspects of algorithms, datafication and AI in education, and when read together, allow for a series of insights into the effects of these technologies in education today. When illustrating the front cover of books related to technology in education, particularly AI, the ‘computer human head’, robot or network image seem to be formal requirements, and these tropes are present on the cover of each of these books, pointing to a set of themes around human-nonhuman entanglements in educational settings, which they go on to explore in detail.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49417349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Empowerment not racialised segregation","authors":"Alireza Behtoui","doi":"10.1080/01425692.2023.2211232","DOIUrl":"https://doi.org/10.1080/01425692.2023.2211232","url":null,"abstract":"Abstract The aim of this paper is to investigate the ‘equalising effect of schools’ in general and two concrete interventions that have been carried out recently in Sweden in particular. The first of these interventions is the closing down of schools in deprived neighbourhoods and moving pupils to other schools. The second is ‘empowerment’ – i.e., creating an inclusive and supportive pedagogical school environment for students with working-class and immigrant backgrounds. As findings from previous Swedish studies regarding the first intervention show, an equalising effect will not be achieved without considering the ‘school climate’ of mixed schools. The findings from this case study of a school located in a deprived suburb of Stockholm County indicate that even schools in these areas are able to equalise educational opportunities through building an alliance between students, parents and community activists on the one hand and bi-class and bi-cultural brokers like teachers and social workers on the other.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49563875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Get lucky? Luck and educational mobility in working-class young people’s lives from age 10–21","authors":"L. Archer, B. Francis, Morag Henderson, H. Holmegaard, E. MacLeod, J. Moote, Emma Watson","doi":"10.1080/01425692.2023.2211234","DOIUrl":"https://doi.org/10.1080/01425692.2023.2211234","url":null,"abstract":"Abstract Scant sociological attention has been given to the role of luck within social mobility/reproduction. This paper helps address this conceptual gap, drawing on insights from over 200 longitudinal interviews conducted with 20 working-class young people and 22 of their parents over an 11-year period, from age 10–21. We explore the potential significance of luck within the trajectories of 13 educationally mobile young people who were the first in family to go to university, six young people who achieved similar educational levels to their parents and one young person whose status was less clear cut. Our analysis suggests that particular forms of luck may be instrumental in creating opportunities for social mobility, although the consequentiality of these are mediated through interplays of agency, structure, habitus and capital. We conclude that paying further attention to luck may help augment sociological understandings of structure/agency and Bourdieusian understandings of social reproduction.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46508224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Challenges of working in undervalued technical schools. A continuum between discourses of deficit and trust","authors":"Marta Cristina Azaola","doi":"10.1080/01425692.2023.2203357","DOIUrl":"https://doi.org/10.1080/01425692.2023.2203357","url":null,"abstract":"Abstract This paper focuses on the perceptions of technical high school tutors in Mexico about students from lower socioeconomic backgrounds in the context of global curriculum reforms and institutional hierarchies. Through two novel concepts in education, culture of poverty and cultural deficiency, the paper explores: (a) how structural constraints shape tutors’ perceptions and practices with students, and (b) how tutors’ perceptions contribute to reconceptualise discourses of deficit and the culture of poverty in a more comprehensive way. Through in-depth semi-structured interviews with nine tutors working in Tijuana, Mexico City and Tuxtla Gutierrez, the main themes of analysis are: tutors’ working conditions, their perceptions of and relationships with students, the quality of education on offer, curricular reforms, and behaviour management. Even if systemic factors contribute to tutors’ perceptions of deficit amongst students, we found valuable experiences of empathy, trust, and encouragement amongst tutors that show both their agency and resilience.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43673697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From doxic breach to cleft habitus: affect, reflexivity and dispositional disjunctures","authors":"Biörn Ivemark, Anne Ambrose","doi":"10.1080/01425692.2023.2209286","DOIUrl":"https://doi.org/10.1080/01425692.2023.2209286","url":null,"abstract":"Abstract Previous research has examined how mismatched dispositions within a divided or ‘cleft’ habitus are subjectively experienced but has not adequately explored nor theorized the variety of ways in which the dispositional disjunctures that progressively give rise to a cleft habitus are initially generated. Combining recent sociological work on ontological ruptures with an affective reading of Bourdieu’s social theory, we use an empirical case to illustrate how subtle processes of social influence set in motion by affective ties can come to sever the ontological bond between the habitus and the social space that initially shaped it, setting an affectively driven and reflexively negotiated process of habitus change in motion. By shedding light upon some of the sufficient conditions underpinning the development of dispositional disjunctures and the psychosocial forces that mediate this process, we extend the literature on habitus change and conflict in several ways.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43455429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Structuring middle-class aspirations: the role of place-based habitus and higher education","authors":"Amy E. Stich, Andrew Crain","doi":"10.1080/01425692.2023.2206947","DOIUrl":"https://doi.org/10.1080/01425692.2023.2206947","url":null,"abstract":"Abstract This qualitative case study provides an analysis of the structuring of middle-class aspirations at one rural university in the United States. Using a Bourdieusian framework offered by Zipin and colleagues, findings suggest that although student participants in our study are similarly positioned relative to social class background, those from distinct geographic areas (i.e. rural and urban) displayed key differences in expressions of college-going and future aspirations. We argue that place, as an important feature of one’s habitus, structures students’ college-going and future aspirations. Within the highly stratified context of higher education in the United States, few scholars have acknowledged the power of geography and place in shaping behaviors, choices, and possibilities for students. In doing so, this research contributes to a growing global body of literature examining the role of place in shaping students’ higher education aspirations, access, experiences, and outcomes.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46275696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Roma students’ academic self-assessment and educational aspirations in Hungarian primary schools","authors":"Dorottya Kisfalusi","doi":"10.1080/01425692.2023.2206003","DOIUrl":"https://doi.org/10.1080/01425692.2023.2206003","url":null,"abstract":"Abstract Using a unique database from Hungarian primary schools, this study investigates whether academic self-assessment and educational aspirations differ between Roma minority and non-Roma majority students with similar cognitive skills and abilities. I find that Roma students have lower self-assessment, on average, than their non-Roma classmates with similar competences. In addition, although there are no ethnic differences in educational aspirations two years before secondary school application, Roma students are less likely to actually apply to a secondary school track that provides the possibility to enter tertiary education. Roma students’ lower socioeconomic status can partly explain these differences. The analysis also shows that students’ self-assessment is more strongly related to teacher-given grades than to blind standardised test scores. The study highlights important mechanisms that can contribute to educational inequalities between minority and majority students.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42995903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Miss, can you speak English?”: raciolinguistic ideologies and language oppression in initial teacher education","authors":"I. Cushing","doi":"10.1080/01425692.2023.2206006","DOIUrl":"https://doi.org/10.1080/01425692.2023.2206006","url":null,"abstract":"Abstract Racism is pervasive within the lives of racially minoritised pre-service teachers in England, but little work has explored how perceptions about language feature here. Based on interviews and workshops with 26 racially minoritised pre-service teachers, I describe their experiences of language oppression whilst on school experience placements, where they were instructed by mentors to modify, flatten, and completely abandon their ways of talking if they were to be perceived as legitimate. I show how language oppression gets justified by mentors in reference to national policy, and how perceptions about the quality of speech are ideologically anchored to perceptions about the quality of teaching. I show how language oppression often materialises under seemingly benevolent and humanitarian guises, but inevitably maintains the raciolinguistic status quo because it instructs racialised teachers to adapt their speech so that it appropriates whiteness. I argue that language oppression is a key reason why England continues to fail to retain racially marginalised teachers.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49118555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}