Institutional Habitus in Context: Implementation, Development and Impacts in Two Compulsory Secondary Schools in Barcelona

Autor/inn/en	Tarabini, Aina; Curran, Marta; Fontdevila, Clara
Titel	Institutional Habitus in Context: Implementation, Development and Impacts in Two Compulsory Secondary Schools in Barcelona
Quelle	In: British Journal of Sociology of Education, 38 (2017) 8, S.1177-1189 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2016.1251306
Schlagwörter	Foreign Countries; Institutional Characteristics; Context Effect; Secondary Schools; Compulsory Education; Educational Opportunities; Predictor Variables; School Culture; School Effectiveness; Ethnography; Urban Schools; Public Schools; Social Class; Diversity (Institutional); Educational Practices; Teacher Responsibility; School Segregation; Expulsion; Inclusion; Ability Grouping; Instructional Program Divisions; Institutional Survival; Semi Structured Interviews; Focus Groups; Observation; Spain (Barcelona) + Suchen Sie Ihr Suchwort? Ausland; Sekundarschule; Schulpflicht; Bildungsangebot; Bildungschance; Prädiktor; Schulkultur; Schulleben; Schuleffizienz; Ethnografie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Social classes; Soziale Klasse; Bildungspraxis; Lehrverpflichtung; Relegation; Inklusion; Homogene Gruppierung; Niveaugruppierung; Streaming; Beobachtung
Abstract	This article aims to revisit the relationship between school-level variables and students' educational opportunities through the lens of institutional habitus. This approach is particularly well suited to explore the notion of school culture because it brings to the forefront the impact of social context, avoiding some of the limitations typically associated with the long-dominant perspective of school effectiveness research. Drawing on an ethnographic approach, the article explores how institutional habitus unfolds in two urban public secondary schools in the city of Barcelona. Breaking the notion down into three main components (educational status, organizational practices and expressive order), the analysis identifies two main types of institutional habitus--one based on action and inclusion, and another based on reaction and expulsion. Ultimately, these results give insight into the complex interplay of these three components, as well as on their combined impact on students' educational opportunities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01