Sociospatial Schooling Practices: A Spatial Capital Approach

Autor/inn/en	Barthon, Catherine; Monfroy, Brigitte
Titel	Sociospatial Schooling Practices: A Spatial Capital Approach
Quelle	In: Educational Research and Evaluation, 16 (2010) 2, S.177-196 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
Schlagwörter	School Choice; Secondary School Students; Adolescents; Foreign Countries; Space Utilization; Social Influences; Equal Education; Urban Areas; Place of Residence; Social Class; Private Schools; Public Schools; Middle Class; Working Class; Socioeconomic Status; Mobility; France + Suchen Sie Ihr Suchwort? Choice of school; Schulwahl; Sekundarschüler; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Raumnutzung; Sozialer Einfluss; Urban area; Stadtregion; Wohnort; Social classes; Soziale Klasse; Private school; Privatschule; Public school; Öffentliche Schule; Mittelschicht; Arbeiterklasse; Socio-economic status; Sozioökonomischer Status; Mobilität; Mobilitätsförderung; Frankreich
Abstract	This paper highlights the importance today of the spatial dimension within the analysis of parents' education strategies concerning their school choices at the secondary school level. This study is based on the 2 dimensions of the concept of spatial capital (Levy, 1994): position capital and situation capital. It explores sociospatial schooling practices of all pupils between the ages of 11 and 15 living in Lille and attending a secondary school in 2006. The Lille example reveals the importance of taking into account the configuration of the local school provision. It also underlines the benefit of the multidimensional concept of spatial capital. In this way, control over the spatial dimension appears to be a capital in its own right, unequally distributed among social groups, which contributes to the production of schooling inequalities in urban environments. (Contains 8 tables and 15 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10