女童教育与巴基斯坦城市中产阶级的文化资本

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Sociology of Education Pub Date : 2024-03-05 DOI:10.1080/01425692.2024.2324052

Norin Taj

引用次数: 0

摘要

本定性研究采用布尔迪厄斯（Bourdieusian）框架，探讨巴基斯坦城市中产阶级父母如何在支持女儿教育的同时传承文化资本。父母们强调...

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Girls’ education and the cultural capital of Pakistan’s urban middle class

This qualitative study employs a Bourdieusian framework to explore how urban middle-class parents in Pakistan support their daughters’ education while transmitting cultural capital. Parents emphasi...

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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.