Qualifications, Quality, and "Habitus": Using Bourdieu to Investigate Inequality in Policies for Early Childhood Educators

Autor/in	Jackson, Jen
Titel	Qualifications, Quality, and "Habitus": Using Bourdieu to Investigate Inequality in Policies for Early Childhood Educators
Quelle	In: British Journal of Sociology of Education, 43 (2022) 5, S.737-753 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jackson, Jen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2022.2057926
Schlagwörter	Early Childhood Teachers; Educational Policy; Teacher Qualifications; Teacher Effectiveness; Social Justice; Advantaged; Cultural Capital; Social Capital; Educational Quality; Foreign Countries; Social Class; Power Structure; Australia + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Politics of education; Bildungspolitik; Lehrqualifikation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Soziale Gerechtigkeit; Sozialkapital; Quality of education; Bildungsqualität; Ausland; Social classes; Soziale Klasse; Australien
Abstract	Early childhood educators with higher qualifications are more likely to demonstrate quality in their practice; but few studies have explored the underlying factors that contribute to this relationship. Drawing on Pierre Bourdieu's theory, this article proposes that the relationship arises from social, as well as educational, inequality. Educators with higher qualifications are more likely to have the cultural, social, and economic capital necessary to develop a "habitus" (unthinking disposition to act in certain ways) consistent with the dominant understanding of quality practice. The "doxa" (shared understanding) of quality in the early childhood sector is itself shaped by two institutions through which these forms of capital are transmitted: schools, and middle-class families. Policy efforts to raise educators' qualifications are insufficient to address these deeper inequalities. All educators require opportunities to critically reflect on how their "habitus" shapes their practice, and to shape the "doxa" of the early childhood field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01