Institutional habitus in context: implementation, development and impacts in two compulsory secondary schools in Barcelona

Schools and Refugee Children: The Case of Syrians in Turkey

“…Various studies have focused on interethnic relations in multicultural schools and considered dealing with diversity as a new developmental task for children and adolescents in culturally heterogeneous societies but did not sufficiently focus on the role of schools in these relations (Monks et al, 2008;Strohmeier, Spiel, and Gradinger, 2008). Unlike them, our study reveals how institutional habitus of schools mediates interethnic relations.…”

“…Tarabini et al. () explicitly define the concept as educational status, organizational practices and expressive order, which covers expectations, conduct, character and manners in school.…”

“…Reay et al (2001) comprehend the concept as a set of predispositions, taken-forgranted expectations and schemes of perceptions based on which schools are organized. Tarabini et al (2016) explicitly define the concept as educational status, organizational practices and expressive order, which covers expectations, conduct, character and manners in school.…”

The Role of Family and Teachers on Art Choice of Students- The Example of Fine Arts High School

“…Reay çalışmasında okulların ve çalışanların öğrencilere okul seçimlerinde yaptıkları tavsiyeler, onlara verdikleri destekler ile nasıl farklar yarattıklarını göstermektedir (Reay vd., 2001, s.3;Reay, 1998, s. 524-525). Kurumsal habitusun üniversite (Smyth ve Banks, 2012), lise (Oliver ve Kettley, 2010) ve ortaokul düzeyinde (Tarabini, Curran ve Fontdevila, 2017) öğrenim gören öğrencilerin bir üst öğrenim tercihlerine nasıl etkileri olduğunu gösteren araştırmalar sürekli artmaktadır. Bu çalışma kurumsal habitus yaklaşımı çerçevesinde okulların etkileri üzerine sanat alanı özelinde akademik tartışmalara katkıda bulunmayı amaçlamaktadır.…”

Bourdieu Plus: Understanding the Creation of Agentic, Aspirational Girl Subjects in Elite Schools

“…Despite the intense debates among Bourdieusian scholars about whether the concepts of family habitus and institutional habitus are coherent with his theoretical framing (see e.g. Reay 1998;Atkinson 2011;Burke, Emmerich and Ingram 2012;Tarabini, Curran and Fontdevila 2016), for our purposes we find both notions helpful in thinking about the effect the young women's immersion in these two spaces has on their orientations to the future. We seek to understand how family and school offer particular ways of knowing and being, and specifically how the interactions between these two spaces -of family and school -unsettle or reinforce their understandings of the world, their desires, their interactions with others and the trajectories they seek to forge into their futures.…”