Exploring Educational and Social Inequality through the Polyphonic Voices of the Poor: A Habitus Listening Guide for the Analysis of Family-Schooling Relations

Autor/inn/en	Naveed, Arif; Arnot, Madeleine
Titel	Exploring Educational and Social Inequality through the Polyphonic Voices of the Poor: A Habitus Listening Guide for the Analysis of Family-Schooling Relations
Quelle	In: Comparative Education, 55 (2019) 2, S.175-196 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2018.1535644
Schlagwörter	Social Justice; Family School Relationship; Listening; Critical Theory; Disadvantaged Youth; Social Mobility; Foreign Countries; Rural Areas; Economically Disadvantaged; Family Life; Values; Poverty; Social Structure; Age Differences; Gender Differences; World Views; Aspiration; Role of Religion; Personal Narratives; Guides; Pakistan + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Hörvorgang; Zuhören; Kritische Theorie; Benachteiligter Jugendlicher; Soziale Mobilität; Ausland; Rural area; Ländlicher Raum; Wertbegriff; Armut; Sozialstruktur; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; World view; Weltanschauung; Streben; Erlebniserzählung; Handbuch; Leitfaden
Abstract	The aim of this methodological article is to contribute a new form of qualitative data analysis that is relevant for the comparative study of family cultures and schooling. We describe the development of our "Habitus Listening Guide" linking Bourdieu's theory of social reproduction to critical narrative theory. The interpretative tool outlines (a) social-structural (b) horizontal intergenerational (c) vertical gender and (d) mythic-ritual listenings which can be used to explore the engagement of youth and their families with schooling. Such listenings reveal the dispositional positioning of schooling in family values and the complex structural and human relational effects of schooling on family members' livelihood and wellbeing. It offers the possibility of comparing families in terms of their gendered and generational relations and the ways in which religious and mythic-ritual discourses legitimate their aspirations in the context of changing communities. The Guide offers a way of accessing and comparing subjective micro level experiences of social inequality and the contribution that schooling plays, or is expected to play, in relation to individual and/or family social mobility. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01