象征性暴力的受害者和幸存者:对学术选择性教育系统中“差一点”的学生的生活经历的检查

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Sociology of Education Pub Date : 2023-09-19 DOI:10.1080/01425692.2023.2258480

Francesca McCarthy

引用次数: 0

摘要

“象征性暴力的受害者和幸存者:对学术选择性教育体系中‘差一点’学生的生活经历的考察。”《英国教育社会学杂志》，第1页

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Victims and survivors of symbolic violence: an examination of the lived experiences of ‘near-miss’ pupils within an academically selective education system

"Victims and survivors of symbolic violence: an examination of the lived experiences of ‘near-miss’ pupils within an academically selective education system." British Journal of Sociology of Education, ahead-of-print(ahead-of-print), p. 1

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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.