White middle-class identities and urban schooling
In: Identity studies in the social sciences
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In: Identity studies in the social sciences
In: British journal of sociology of education, Band 40, Heft 7, S. 922-937
ISSN: 1465-3346
In: British journal of sociology of education, Band 34, Heft 5-6, S. 678-700
ISSN: 1465-3346
In: Sociology: the journal of the British Sociological Association, Band 43, Heft 6, S. 1103-1121
ISSN: 1469-8684
This article draws on case studies of nine working-class students at Southern, an elite university.1It attempts to understand the complexities of identities in flux through Bourdieu's notions of habitus and field. Bourdieu (1990a) argues that when an individual encounters an unfamiliar field, habitus is transformed. He also writes of how the movement of habitus across new, unfamiliar fields results in 'a habitus divided against itself ' (Bourdieu, 1999a). Our data suggest more nuanced understandings in which the challenge of the unfamiliar results in a range of creative adaptations and multi-faceted responses. They display dispositions of self-scrutiny and self-improvement — almost 'a constant fashioning and re-fashioning of the self ' but one that still retains key valued aspects of a working-class self. Inevitably, however, there are tensions and ambivalences, and the article explores these, as well as the very evident gains for working-class students of academic success in an elite HE institution.
In: Sociological research online, Band 5, Heft 4, S. 14-25
ISSN: 1360-7804
Few studies have focussed on the impact made by individual institutions on the attainment of prospective university applicants and their subsequent destinations within higher education. In this paper we deploy the concept of institutional habitus in order to explore such influences. In spite of an inevitable degree of overlap and blurring of boundaries between peer group, family and institution we argue that there are specific effects from attending a particular educational institution. And these become most evident when examining the choices of similar kinds of students across the private-state divide. We conclude by arguing that, despite the gaps and rough edges in the seams of the concept of institutional habitus, these do not vitiate its value but, rather, suggest the need for further work. This paper then is the beginning of our efforts to try and develop institutional habitus at both the conceptual and empirical levels as a method for understanding the ways in which educational institutions make a difference in higher education choices.
In: British journal of sociology of education, Band 23, Heft 1, S. 51-72
ISSN: 1465-3346
In: Sociology: the journal of the British Sociological Association, Band 35, Heft 4, S. 855-874
ISSN: 1469-8684
In: British journal of sociology of education, Band 25, Heft 4, S. 411-413
ISSN: 1465-3346
In: British journal of sociology of education, Band 29, Heft 3, S. 261-272
ISSN: 1465-3346
In: Sociology: the journal of the British Sociological Association, Band 41, Heft 6, S. 1041-1060
ISSN: 1469-8684
Drawing on data from interviews with 63 London-based families, this article argues that there are difficult and uncomfortable issues around whiteness in multi-ethnic contexts. Even those parents, such as the ones in our sample, who actively choose ethnically diverse comprehensive schools appear to remain trapped in white privilege despite their political and moral sentiments. This is a complicated question of value; of having value, finding value in, getting value from, and adding value. Even those white middle classes committed to multi-ethnic schooling face the perils of middle-class acquisitiveness, extracting value from, as they find value in, their multi-ethnic `other'. In such processes of generating use and exchange value a majority of both the white working classes and the black working classes, those who are perceived not to share white middle-class values, are residualized and positioned as excessive. Symbolically, they come to represent the abject `other' of no value.
In: British journal of sociology of education, Band 31, Heft 5, S. 529-535
ISSN: 1465-3346
Democracy should enable citizens to play an informed role in determining how power is exercised for their common wellbeing, but this only works if people have the understanding, skills and confidence to engage effectively in public affairs. Otherwise, any voting system can be subverted to serve the interests of propagandists and demagogues. This book brings together leading experts on learning for democracy to explore why and how the gap in civic competence should be bridged. Drawing on research findings and case examples from the UK, the US and elsewhere, it will set out why change is necessary, what could be taught differently to ensure effective political engagement, and how a lasting impact in improving citizens' learning for democratic participation can be made