哈萨克斯坦的社会分层：对高等教育国际化的布尔迪厄斯社会再生产分析

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Sociology of Education Pub Date : 2024-01-09 DOI:10.1080/01425692.2023.2299966

Munyaradzi Hwami, Michelle Bedeker

引用次数: 0

摘要

本研究探讨了社会经济条件较差的学生所面临的教育差距，特别是在后苏联地区接受国际高等教育方面的差距，重点是哈萨克斯坦学生在接受国际高等教育方面所面临的差距。

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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Social stratifying Kazakhstan: A Bourdieusian social reproduction analysis of higher education internationalisation

This study addresses educational disparities faced by socioeconomically disadvantaged students, particularly in accessing international higher education in the post-Soviet region, focusing on Kazak...

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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.