Teachers' Perception of Students' Performance in the Architectural Design Studio in the Light of Bourdieu

Autor/inn/en	Iqbal, Mamuna; Roberts, Andrew
Titel	Teachers' Perception of Students' Performance in the Architectural Design Studio in the Light of Bourdieu
Quelle	In: British Journal of Sociology of Education, 40 (2019) 8, S.1154-1169 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2019.1647093
Schlagwörter	Social Class; Social Systems; Socioeconomic Status; Social Differences; Social Discrimination; Cultural Capital; Architectural Education; Design; Teacher Attitudes; College Faculty; Personality Traits; Student Characteristics; Foreign Countries; Correlation; Communication Skills; Family Characteristics; Social Values; Gifted; Teacher Behavior; College Students; Teacher Student Relationship; Pakistan + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Social system; Soziales System; Socio-economic status; Sozioökonomischer Status; Sozialer Unterschied; Soziale Benachteiligung; Soziale Schließung; Lehrerverhalten; Fakultät; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Ausland; Korrelation; Kommunikationsstil; Sozialer Wert; Begabter, Hoch Begabter; Teacher behaviour; Collegestudent; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The socioeconomic class system defines every aspect of life in Pakistan, education being one of them. Varied socioeconomic backgrounds along with a strongly discriminated education system produce individuals with a varying level of cultural capital that is familiarity with the dominant culture of society. Success in education is largely dependent upon inherent personality attributes or habitus, as defined by Bourdieu, playing a vital role. To understand the relation of students' cultural capital with architectural education from a neutral point of view, this study focuses on comprehending teachers' perception of the impacts of social background on students' personality and their performance in the design studio. Detailed semi-structured interviews are conducted with 14 design teachers from four architectural schools in Lahore. The results show that the majority of teachers believe that social background has vast impact on students' personality and defines their cultural capital, which dictates their design ability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01