Institutional Habitus and Secondary School Transitions: Comparative Study of Ireland and Estonia

Autor/in	Darmody, Merike
Titel	Institutional Habitus and Secondary School Transitions: Comparative Study of Ireland and Estonia
Quelle	In: Research in Comparative and International Education, 7 (2012) 4, S.530-546 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.2304/rcie.2012.7.4.530
Schlagwörter	International Studies; Foreign Countries; Educational Change; Comparative Analysis; Educational Objectives; Comparative Education; Educational Environment; Student Adjustment; Risk; Dropouts; Secondary Schools; Educational Practices; Estonia; Ireland + Suchen Sie Ihr Suchwort? Internationaler Studiengang; Ausland; Bildungsreform; Educational objective; Bildungsziel; Erziehungsziel; Vergleichende Erziehungswissenschaft; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Risiko; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Sekundarschule; Bildungspraxis; Estland; Irland
Abstract	This article explores secondary school transitions from a comparative perspective. It focuses on a stage at which a major institutional transition takes place in two different educational systems. Over the years a number of international studies have explored different learning environments and their impact on student educational outcomes. Much of this research explores the impact of school choice and the transition from one level of schooling to another. In general, these studies refer to school transitions as a time when students are particularly vulnerable due to structural and environmental differences between different levels of schooling. In other words, the new learning environments generally have a different "institutional habitus". While seamless and unproblematic transition from one level of schooling to another is seen to ensure students' success at the subsequent level of schooling and beyond, negative experiences and difficulties around adjustment, on the other hand, are shown to result in disengagement and becoming at risk of early school leaving, with detrimental consequences for the individual concerned. Furthermore, different pathways within the educational systems have been found to reproduce unequal life chances. To discuss and re-theorise school transitions, the article draws on a large-scale comparative study of the transitions in secondary school in Ireland and Estonia, and utilises a conceptual tool called "institutional habitus" to gain better understanding of the processes involved. While the article discusses similarities and differences between children's transition experience in two different countries, it also calls for a careful approach to "direct borrowing' of practices from other countries. (Contains 2 tables, 5 figures and 13 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10