Organisational Neighbourhood Inequality and What to Do About It

Nast, Julia

doi:10.1007/978-3-658-27591-4_7

Cited by 1 publication

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“…Depending on the neighbourhood context, ‘organizational practices’ of teaching, fulfilling formal and recognizing problems and needs ‘differ[ed] considerably between [the two schools]’ (Nast 2016, p. 190). Parents created ‘islands’ for their own children in certain classrooms (Nast 2016, p. 191). In schools with very diverse populations, social segregation within classrooms between students may occur (for example: Kronenberg et al .…”

Section: Literature Reviewmentioning

confidence: 99%

“…As Raveaud and van Zanten (2007) demonstrated for London and Paris middle classes, this entails ethical dilemmas. Kosunen shows that Finish middle-class parents make school choices through evaluations of school reputation especially by 'social surroundings in the school' (Kosunen 2014, p. 449, my italics) or the school's organizational habitus (see also Reay et al 2001;Nast 2016Nast , 2020Vaughan 2008). In Bell's (2009) work on Detroit's parental secondary school choices, parents ascribe meanings to locations of schools before making decisions.…”

Section: Literature Reviewmentioning

confidence: 99%

“…But do schools have one standard view? Nast (2016) ethnographically investigated how two Berlin neighbourhoods influenced organizational practices in schools to analyse what different neighbourhoods provide rather than what aggregated outcomes they produce (Nast 2016, p. 52 after Blokland et al 2016. Depending on the neighbourhood context, 'organizational practices' of teaching, fulfilling formal and recognizing problems and needs 'differ [ed] considerably between [the two schools]' (Nast 2016, p. 190).…”

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

“…2016). Depending on the neighbourhood context, ‘organizational practices’ of teaching, fulfilling formal and recognizing problems and needs ‘differ[ed] considerably between [the two schools]’ (Nast 2016, p. 190). Parents created ‘islands’ for their own children in certain classrooms (Nast 2016, p. 191).…”

Section: Literature Reviewmentioning

confidence: 99%

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Mothering, Habitus and Habitat: The Role of Mothering as Moral Geography for the Inequality Impasse in Urban Education

Blokland¹

2023

Tijd voor Econ & Soc Geog

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Following Bourdieu, residential location as habitat may provide spatial profit when it matches with a habitus – but how? How can we conceptualize situations of mismatch between habitat and habitus, and what may they mean for urban inequalities? This article explores this topic through the lens of mothering practices in elementary schools. Qualitative interviews in two neighbourhoods in Berlin, Germany, suggest how moral geographies at intersections of class and race/ethnicity structure parents' opportunities to organize resources for children in their specific spatial contexts. It argues that mothering practices can help us see not just that, but how habitus and habitat are related. Empirically, it suggests that the moral geographies in which these schools are embedded reinforce the exclusionary consequences of their institutional practices. I theorize that the moral geographies of neighbourhoods as sites of mothering practices vis‐à‐vis the class‐based state logics in institutions may contribute to an urban impasse of educational inequality.

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Section: Literature Reviewmentioning

confidence: 99%