Literaturnachweis - Detailanzeige
| Autor/in | Choi, Tat Heung |
|---|---|
| Titel | Narratives of Educational Transition and Learner Identity |
| Quelle | In: British Journal of Sociology of Education, 38 (2017) 2, S.164-183 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0142-5692 |
| DOI | 10.1080/01425692.2015.1073101 |
| Schlagwörter | Foreign Countries; Personality Traits; Personal Narratives; Identification (Psychology); Family School Relationship; Social Class; Social Capital; English (Second Language); Academic Achievement; Adjustment (to Environment); Undergraduate Students; Working Class; Hong Kong |
| Abstract | This article examines how educational transitions in Hong Kong are concurrently classed processes and practices, and how learner identity is developed and negotiated in an education system that prizes English as capital. Through the lens of habitus, the connected but distinct autobiographical accounts suggest that the stronger the insulation between the home and the school, the keener an individual's sensitivity may be towards class distinction in adapting to a new field. Learner identity associated with academic success is potentially negotiable and self-sustained through determination, self-regulation, and reflexive strategies, rendering the availability of resource support less important for working-class students' identity development. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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