Educational Outcomes across the Generational and Gender Divide: The Rural Family Habitus of Pakistani Families Living in Poverty

Autor/inn/en	Arnot, Madeleine; Naveed, Arif
Titel	Educational Outcomes across the Generational and Gender Divide: The Rural Family Habitus of Pakistani Families Living in Poverty
Quelle	In: Gender and Education, 26 (2014) 5, S.505-523 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2014.949635
Schlagwörter	Outcomes of Education; Gender Differences; Poverty; Foreign Countries; Social Capital; Rural Areas; Family Characteristics; Parent Background; Educational Attainment; Semi Structured Interviews; Pakistan + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Geschlechterkonflikt; Armut; Ausland; Sozialkapital; Rural area; Ländlicher Raum; Elternhaus; Bildungsabschluss; Bildungsgut
Abstract	Education for all as a global agenda has particular repercussions for those living in rural poverty. By adopting a Bourdieusian framework to analyse interview data collected from fathers, mothers, sons and daughters in 10 rural Punjabi households, we expose the intersections of education, gender, poverty and rurality. The concept of a "rural family habitus" focuses attention on the collective, relational and dispositional worlds of such families. Three dimensions are used to analyse reproduction and transformation in each narrative set: intergenerational educational dynamics; on-going gender dynamics; and, social dynamics within the rural field. The findings challenge the stereotyping and assumed homogeneity of rural families whose gender cultures and positive educational dispositions are diverse and complex. The gendered histories of parental education, their aspirations, and their social status in the rural field intersect with the changing gender relations which result from schooling, and the increasing differentiation between educated and uneducated rural families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10