Markets, schools and the convertibility of economic capital: the complex dynamics of class choice

Lynch, Kathleen; Moran, Marie

doi:10.1080/01425690600556362

Cited by 81 publications

(50 citation statements)

References 31 publications

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“…The caring work that mothers have traditionally carried out to support schooling, including transfer, is still assumed, although many mothers are engaged in or desire/need to engage in paid work. Moreover, the increasing marketisation of education particularly at second level in Ireland (Lynch and Moran 2006) means that the time of transfer to second-level education requires even greater education support work to select the 'best school'.…”

Section: Introductionmentioning

confidence: 99%

Gendered capital: emotional capital and mothers’ care work in education

O’Brien

2008

British Journal of Sociology of Education

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This paper is concerned with the inequalities experienced by mothers in the performance of educational care work for their children. It is argued that the caring work carried out by mothers at transfer to second-level schooling is shaped by their ability to activate the significant resource of emotional capital; a gendered resource involving emotional skills, knowledge and experiences. Drawing on an in-depth study of mothers' routines of care, it is suggested that the possession of emotional capital subjects mothers to a normative order of care. Moreover, in exploring the idiosyncratic differences between mothers' capacities to activate emotional capital it is argued that the activation of this care resource is facilitated in the context of solidary relationships but also by mothers' access to other capitals. It is concluded that in order to tackle care inequalities those working in education need to recognise the significance of emotional resources, and need to challenge traditional codes of practice and policies around 'parental' involvement. Keywords: emotional capital; solidary relationships, moral imperative to careIntroduction Currently, in the West, political and economic climates have required that public policies including educational policy and practice be subject to often unquestioned criteria of rationality, measurability and performativity with little consideration for the affective/emotional context of life (Baker et al. 2004). This paper seeks to explore the relations of production of what has been regarded as the softer, non-productive and 'messier' aspects of social life (Delphy and Leonard 1992;Tavris 1993). It is concerned with the domain of the emotions and the reality of caring relations in the educational field. The paper explores the educational work mothers carry out in caring for their children at the transfer from first-level to second-level education. It concentrates on the emotional work of mothers rather than 'parents' as a considerable body of research has indicated that mothers are primary education workers in ways that men traditionally are not

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Section: Introductionmentioning

confidence: 99%

Gendered capital: emotional capital and mothers’ care work in education

O’Brien

2008

British Journal of Sociology of Education

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“…Yet, secondary markets can also include real estate and financial markets, privatising of support services, creating internal markets within the university, the development of a parallel economy of private tutoring and test preparation (cf. Lynch 2006;Lynch and Moran 2006), and so on.…”

Section: Studying Markets In Higher Education -A Brief Reviewmentioning

confidence: 99%

The dynamics of ‘market-making’ in higher education

Komljenovič

Robertson

2016

Journal of Education Policy

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General rightsThis document is made available in accordance with publisher policies. Please cite only the published version using the reference above. Full terms of use are available: http://www.bristol.ac.uk/pure/about/ebr-terms Biographical notesJanja Komljenovic is an EU Marie Curie doctoral fellow at University of Bristol. She is currently researching transformations in the higher education sector, with a specific focus on higher education market-making and industry creation. Susan L. Robertson is Professor of Sociology at the University of Bristol. She has a long standing interest in the political economy of education and has written on higher education markets and trade. The Dynamics of 'Market-Making' in Higher Education AbstractThis paper examines what to some is a well worked furrow; the processes and outcomes involved in what is typically referred to as 'marketization' in the higher education sector. We do this through a case study of Newton University, where we reveal a rapid proliferation of market exchanges involving the administrative division of the university with the wider world. Our account of this process of 'market making' is developed in two (dialectically related) moves. First, we identify a range of market exchanges that have emerged in the context of wider ideological and political changes in the governance of higher education to make it a more globally-competitive producer of knowledge, and a services sector. Second, we explore the ways in which making markets involves a considerable amount of micro-work, such as the deployment of a range of framings, and socio-technical tools (Çalışkan andCallon 2009, 2010;Berndt and Boeckler 2012). Taken together, these market-making processes are recalibrating and remaking the structures, social relations and subjectivities, within and beyond the university and in turn reconstituting the university and the higher education sector.

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“…These external forces come not only from statutory sectors but are driven by commercial forces in many cases (Lynch et al 2012, Lynch andMoran 2006). For example, in the further education sector, many private providers operate including EDEXCEL awarding body, a main awarding body for NQAI certified qualifications (NFQ Levels 1-9) in Irish further education which is owned by Pearson PLC, the international media and education company) 11 .…”

Section: )mentioning

confidence: 99%