Schools, Choice and Reputation: Local School Markets and the Distribution of Symbolic Capital in Segregated Cities

Autor/inn/en	Bunar, Nihad; Ambrose, Anna
Titel	Schools, Choice and Reputation: Local School Markets and the Distribution of Symbolic Capital in Segregated Cities
Quelle	In: Research in Comparative and International Education, 11 (2016) 1, S.34-51 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499916631064
Schlagwörter	Foreign Countries; Ethnography; Compulsory Education; School Choice; School Policy; Competition; School Segregation; Educational Principles; Commercialization; Grade 7; Grade 9; Immigrants; Institutional Characteristics; Decision Making; Reputation; Educational Practices; Social Class; Semi Structured Interviews; Sweden (Stockholm) + Suchen Sie Ihr Suchwort? Ausland; Ethnografie; Schulpflicht; Choice of school; Schulwahl; Schulpolitik; Wettkampf; Bildungsprinzip; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09; Immigrant; Immigrantin; Immigranten; Decision-making; Entscheidungsfindung; Bildungspraxis; Social classes; Soziale Klasse
Abstract	An exploration is presented of how urban spaces, polarized by class and ethnicity, structure the basic conditions of emerging local school markets. The authors investigate how the distribution of symbolic capital, or "hot knowledge" of the market, affects schools, the market, and the urban spaces themselves. The study is guided by theoretical notions involving lived local school markets, competitive spaces and symbolic capital. Methodologically, the study is based on ethnographic fieldwork at three compulsory schools in Stockholm. Analytically, the ways in which relations among urban spaces and school choice, and actors' perceptions of these relations, affect the actors' subsequent positioning in the local market, are illustrated. The authors' main conclusion is that despite nationally defining principles mandating fairness, transparency and integration, school choice policy is being implemented on an uneven playing field, aggravating current patterns of segregation in education and even housing. Consequently, a call is made for an urgent reframing of some of the policy's nationally defining principles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01