Using Bourdieu in Practice? Urban Secondary Teachers' and Students' Experiences of a Bourdieusian-Inspired Pedagogical Approach

Autor/inn/en	Archer, Louise; Dawson, Emily; DeWitt, Jennifer; Godec, Spela; King, Heather; Mau, Ada; Nomikou, Effrosyni; Seakins, Amy
Titel	Using Bourdieu in Practice? Urban Secondary Teachers' and Students' Experiences of a Bourdieusian-Inspired Pedagogical Approach
Quelle	In: British Journal of Sociology of Education, 39 (2018) 3, S.283-298 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2017.1335591
Schlagwörter	Urban Schools; Secondary School Teachers; Foreign Countries; Social Justice; Science Instruction; Observation; Teaching Methods; Workshops; Interviews; Teacher Attitudes; Educational Sociology; Learner Engagement; Secondary School Students; Intervention; Social Capital; United Kingdom (London) + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ausland; Soziale Gerechtigkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernwerkstatt; Schulung; Interviewing; Interviewtechnik; Lehrerverhalten; Bildungssoziologie; Erziehungssoziologie; Sekundarschüler; Sozialkapital
Abstract	This article discusses an attempt at a Bourdieusian-inspired form of praxis, developed and implemented in collaboration with nine London teachers, aimed at developing a socially just approach to engaging students with science. Data are discussed from nine months of classroom observations of nine secondary science classes from six inner London schools (approximately 200 students, aged 11-15), interviews and workshop data from the nine teachers and 13 discussion groups conducted with 59 students. The approach resulted in noticeable changes in practice, which were perceived by teachers and students to improve student engagement, cultivate a range of science-related dispositions and promote wider student participation and 'voice' in classes. Issues, limitations and possibilities for sociology of education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01