El habitus institucional: una herramienta teórica y metodológica para el estudio de la cultura escolar
Loading...
Download
Full text at PDC
Publication date
2015
Advisors (or tutors)
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad de La Laguna
Citations
Exportar
Citation
Tarabini, A., Curran, M. y Fontdevila, C. (2015). El habitus institucional: una herramienta teórica y metodológica para el estudio de la cultura escolar. Revista Témpora (18) 37-58
Abstract
El objetivo de este artículo es avanzar en el debate académico sobre los efectos que genera la cultura escolar sobre las oportunidades educativas de los estudiantes. Para ello, el artículo defiende la importancia del habitus institucional como herramienta teórica y metodológica para avanzar en el estudio de la cultura escolar y abrir la caja negra dentro de la cual se ha tendido a mantener el concepto. Con esta finalidad, se lleva a cabo un análisis sistemático del concepto a partir de sus tres dimensiones claves: el estatus educativo, las prácticas organizativas y el orden expresivo de los centros. Así mismo, se realiza un análisis en profundidad de cómo se despliega el habitus institucional en dos institutos públicos de la ciudad de Barcelona. Los resultados del análisis muestran la utilidad teórica y metodológica del concepto y ponen de manifiesto los efectos que genera el habitus institucional en términos de equidad y oportunidades educativas.
The aim of the paper is to proceed with the academic debate around the effect of school culture on students’ educational opportunities. In order to do so, the paper defends the importance of Institutional Habitus as a theoretical and methodological tool that enables to unpack what is behind the concept of school culture. With this aim, a systematic analysis on the concept of Institutional Habitus is carried out from [its three main dimensions: educational status, organizational practices and expresive order. Besides, the paper includes an in-depth analysis on how Institutional Habitus is displayed in two public secondary schools in the city of Barcelona. The results of the analysis point out not only the relevance of the concept of Institutional Habitus but also its impact in terms of equity and educational opportunities.
The aim of the paper is to proceed with the academic debate around the effect of school culture on students’ educational opportunities. In order to do so, the paper defends the importance of Institutional Habitus as a theoretical and methodological tool that enables to unpack what is behind the concept of school culture. With this aim, a systematic analysis on the concept of Institutional Habitus is carried out from [its three main dimensions: educational status, organizational practices and expresive order. Besides, the paper includes an in-depth analysis on how Institutional Habitus is displayed in two public secondary schools in the city of Barcelona. The results of the analysis point out not only the relevance of the concept of Institutional Habitus but also its impact in terms of equity and educational opportunities.
Description
Este artículo se ha desarrollado en el marco del proyecto I+D+i «ABJOVES. El abandono escolar prematuro en España. Un análisis de las decisiones, motivaciones y estrategias educativas de los jóvenes» (Ref. CSO 2012-31575)
Referencias bibliográficas:
• Atkinson, W. (2011). «From sociological fictions to social fictions: some Bourdieusian reflections on the concepts of ‘institutional habitus’ and ‘family habitus’». British Journal of Sociology of Education, 32(3), 331-347.
• Bourdieu, P. (1972). Esquisse d’une théorie de la pratique. Genève: Droz.
• Bourdieu, P. (1990). The logic of practice. Cambridge: Polity.
• Bourdieu, P. (2002). «Habitus». En J. Hillier y E. Rooksby (eds.), Habitus: A sense of place. Aldershot: Ashgate.
• Burke, C.T., Emmerich, N. y Ingram, N. (2013). «Well-founded social fictions: a defence of the concepts of institutional and familial habitus». British Journal of Sociology of Education, 34(2), 165-182.
• Diamond, J.B., Randolph, A. y Spillane, J.P. (2004). «Teachers’ Expectations and Sense of Responsibility for Student Learning: The Importance of Race, Class, and Organizational Habitus». Anthropology & Education Quarterly, 35(1), 75-98.
• Dupriez, V., Dumay, X. y Vause, A. (2008). «How Do School Systems Manage Pupils’ Heterogenity?». Comparative Education Review, 52(2), 245-273.
• Emirbayer, M. y Johnson, V. (2008). «Bourdieu and organizational analysis». Theor Soc, 37 (1-44).
• Escudero, J.M. (2005). «Fracaso escolar, exclusion educativa, ¿de qué se exlcuye y cómo?». Profesorado, 1(1)
• Hammersley, M. y Atkinson, P. (1994). Etnografía: métodos de investigación, Barcelona: Paidós.
• Hargreaves, A. (1989). Curriculum and Assessment Reform. Milton Keynes: Open University Press. (1992). «Cultures of Teaching». En A. Hargreaves y M. Fullan (eds.), Understanding Teacher Development. New York: New York Teachers’ College Press.
• Horvat, E.M. y Antonio, A.L. (1999). «Hey Those Shoes Are Out of Uniform: African-American Girls in an Elite High School and the Importance of Habitus». Anthropology and Education Quarterly. 30(3), 317-342.
• Lahire, B. (2003). «From the habitus to an individual heritage of dispositions Towards a sociology at the level of the individual». Poetics, 31, 329-355.
• McDonough, P. (1996). Choosing Colleges: How Social Class and School Structure Opportunity. New York: State University of New York Press.
• NESSE Network of experts in social sciences of education and training (2009). Early school leaving. Lessons from research for policy maker. Brussels: European Comission Directorate General for Education and Culture.
• OCDE (2011). School autonomy and accountability: Are they related to student performance?
• PISA 2009 Results, What Makes a School Successful? Resources, Policies and Practices (volume iv).
• Reay, D. (1998). «“Always knowing” and “never being sure”: Familial and institutional habituses and higher education choice». Journal of Education Policy, 13(4), 519-529.
• Reay, D., David, M. y Ball, S. (2001). «Making a difference?: Institutional habituses and higher education choice». Sociological Research Online, 5(4), 126-142.
• Tarabini, A. (2015). «Naming and Blaming Early School Leavers: an analysis of educational policies, discourses and practices in Spain». En A. Kupfer (ed.), Power and Education. Contexts of Oppression and Enabling. Basingstoke: Palgrave MacMillan.
• Tarabini, A., Curran., M. y Castejón, A. (2015, en prensa). «La educación comprensiva en Catalunña. Un análisis crítico de su aplicación y resultados en términos de equidad eduactiva». Educacion xxi.
• Thrupp, M. (2001). «Sociological and political concerns about school effectiveness research: time for a new research agenda». School Effectiveness and School Improvement, 12(1), 7-40.
• Van Houtte, M. (2011). «So where’s the teacher in school effects research?: The impact of teacher’s beliefs, culture, and behavior on equity and excellence in education». En K. Van den Branden, P. Van Avermaet, y M. Van Houtte (eds.), Equity and excellence in education: Towards maximal learning opportunities for all students (pp. 75-95). New York: Routledge
• Van Houtte, M. y Van Maele, D. (2011). «The Black Box Revelation: In Search of Conceptual Clarity Regarding Climate and Culture in School Effectiveness Research». Oxford Review of Education, 37, 505-524.
• Van Zanten, A. y Legavre, A. (2014). «Engineering Access to higher education through higher education fairs». En G. Goastellec y F. Picard (eds.), The Roles of Higher Education and Research in the Fabric of Societies (pp. 183-203). Leuven: Sense Publishers.
• Verger, A. y Curran, M. (2014). «New public management as a global education policy: its adoption and re-contextualization in a Southern European setting». Critical Studies in Education, 55(3), 253-271