Teachers' Views on the Impact of Teacher-Student Relationships on School Dropout: A Bourdieusian Analysis of Misrecognition

Autor/inn/en	Nairz-Wirth, Erna; Feldmann, Klaus
Titel	Teachers' Views on the Impact of Teacher-Student Relationships on School Dropout: A Bourdieusian Analysis of Misrecognition
Quelle	In: Pedagogy, Culture and Society, 25 (2017) 1, S.121-136 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nairz-Wirth, Erna) ORCID (Feldmann, Klaus)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2016.1230881
Schlagwörter	Teacher Attitudes; Teacher Student Relationship; Semi Structured Interviews; Secondary School Teachers; Secondary School Students; Foreign Countries; Learner Engagement; Dropouts; Student Characteristics; Family Environment; Influences; At Risk Students; Environmental Influences; Austria + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Sekundarschüler; Ausland; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Familienmilieu; Influence; Einfluss; Einflussfaktor; Environmental influence; Umwelteinfluss; Österreich
Abstract	Drawing on Pierre Bourdieu's relational theory this paper shows that many teachers misrecognize the impact of teacher-student relationships on school dropout. The study is based on a series of 60 semi-structured interviews with teachers from Austrian secondary schools. The analysis of the empirical data reveals that many teachers attribute school disengagement and dropout to personal and family factors, whereas the causes of school dropout which are linked to the school structure, attitudes and behaviour remain unspoken or marginalised. The findings illustrate that the interplay between a defensive traditional teaching habitus, a field of traditional teaching and the mainstream doxa legitimises a logic of teaching practice which ignores the importance of social capital to counteract the process of dropping out. It is concluded that traditional habitus-field relations inhibit the building of social capital and relationships in school, which both are crucial resources to tackle school dropout. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01