ISBN:
9783658275914
Language:
English
Pages:
1 Online-Ressource (XI, 280 p. 1 illus)
Edition:
1st ed. 2020
Series Statement:
Springer eBooks
Series Statement:
Social Sciences
Parallel Title:
Erscheint auch als
Keywords:
Urban Studies/Sociology
;
Sociology, Urban
;
Educational sociology .
;
Education and sociology.
;
Social structure.
;
Social inequality.
Abstract:
Neighbourhoods, Schools and Inequality: Shifting the Focus -- A Theoretical Perspective: Localised Fields, Organisational Habitus and Practices -- How Neighbourhoods Shape Schools-as-Fields: Social, Symbolic, and Administrative Differences -- How Educational Professionals Adapt: Localised Organisational Habitus and Organisational Practices
Abstract:
Do schools work differently in deprived and privileged neighbourhoods? As segregation is on the rise in many cities, this book explores how different neighbourhood contexts shape public organisations, by using an innovative approach that combines a Bourdieusian perspective and new institutional theory. Based on interviews and ethnographic data from two primary schools in Berlin, Germany, it shows how local social compositions, symbolic meanings of urban areas, and neighbourhood-based policy interventions structure schools. Educational professionals adapt to these structural differences. The book analyses how teachers’ understandings and practices vary by local context – and what that means for the reproduction of urban inequality. Contents Neighbourhoods, Schools and Inequality: Shifting the Focus A Theoretical Perspective: Localised Fields, Organisational Habitus and Practices How Neighbourhoods Shape Schools-as-Fields: Social, Symbolic, and Administrative Differences How Educational Professionals Adapt: Localised Organisational Habitus and Organisational Practices Target Groups Students and lectors of urban sociology, urban studies, sociology of education and geography of education Policy makers, professionals and administrators in the educational field The Author Julia Nast holds a Joint PhD in Sociology from Humboldt-Universität zu Berlin and King’s College London
DOI:
10.1007/978-3-658-27591-4
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