The University of Southampton
University of Southampton Institutional Repository

An application of Bourdieu’s theory of practice into an under-explored area

An application of Bourdieu’s theory of practice into an under-explored area
An application of Bourdieu’s theory of practice into an under-explored area
This paper draws upon ongoing doctorate research that seek to understand how financially disadvantaged families in a Mexican rural community become involved in education. Drawing on Bourdieu’s Theory of Practice, the study analyses whether the community’s social and institutional organisation helped or restricted parents to participate in their own, their children’s and youngsters’ formal and informal education. The paper analyses the effects of the community’s rural location on participants’ social organisation and identity. It also explains why, as a consequence of their location, the schooling provision in the community was different from that of urban ‘mainstream’ schools. It finally reports on the role played by informal education especially with respect to teenagers’ occupational choices. The findings here discussed provide evidence of the gender inequalities operating both at community and school levels; the importance that literacy and numeracy had for participants; parents’ perception of the community school, and the effects of the location of the community on youngsters’ trajectories.
Azaola, Marta Cristina
9ac43b18-a969-4877-a1b8-62bb4541da82
Azaola, Marta Cristina
9ac43b18-a969-4877-a1b8-62bb4541da82

Azaola, Marta Cristina (2006) An application of Bourdieu’s theory of practice into an under-explored area. Economic and Social Research Council (ESRC) Research Methods Festival, Oxford, United Kingdom. 16 - 19 Jul 2006.

Record type: Conference or Workshop Item (Paper)

Abstract

This paper draws upon ongoing doctorate research that seek to understand how financially disadvantaged families in a Mexican rural community become involved in education. Drawing on Bourdieu’s Theory of Practice, the study analyses whether the community’s social and institutional organisation helped or restricted parents to participate in their own, their children’s and youngsters’ formal and informal education. The paper analyses the effects of the community’s rural location on participants’ social organisation and identity. It also explains why, as a consequence of their location, the schooling provision in the community was different from that of urban ‘mainstream’ schools. It finally reports on the role played by informal education especially with respect to teenagers’ occupational choices. The findings here discussed provide evidence of the gender inequalities operating both at community and school levels; the importance that literacy and numeracy had for participants; parents’ perception of the community school, and the effects of the location of the community on youngsters’ trajectories.

This record has no associated files available for download.

More information

Published date: 20 July 2006
Venue - Dates: Economic and Social Research Council (ESRC) Research Methods Festival, Oxford, United Kingdom, 2006-07-16 - 2006-07-19

Identifiers

Local EPrints ID: 193171
URI: http://eprints.soton.ac.uk/id/eprint/193171
PURE UUID: bbfd4e3f-e165-40c5-a9d0-8c0807df2d66
ORCID for Marta Cristina Azaola: ORCID iD orcid.org/0000-0002-6671-4095

Catalogue record

Date deposited: 12 Jul 2011 12:33
Last modified: 11 Dec 2021 04:27

Export record

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×