RT Journal Article
T1 Institutional habitus in context: implementation development and impacts in two compulsory secondary schools in Barcelona
A1 Tarabini, Aina
A1 Currán Fábregas, Marta
A1 Fontdevila, Clara
AB This article aims to revisit the relationship between school-level variables and students’ educational opportunities through the lens of institutional habitus. This approach is particularly well suited to explore the notion of school culture because it brings to the forefront the impact of social context, avoiding some of the limitations typically associated with the long-dominant perspective of school effectiveness research. Drawing on an ethnographic approach, the article explores how institutional habitus unfolds in two urban public secondary schools in the city of Barcelona. Breaking the notion down into three main components (educational status, organizational practices and expressive order), the analysis identifies two main types of institutional habitus – one based on action and inclusion, and another based on reaction and expulsion. Ultimately, these results give insight into the complex interplay of these three components, as well as on their combined impact on students’ educational opportunities.
PB Taylor & Francis
SN 0142-5692
YR 2016
FD 2016
LK https://hdl.handle.net/20.500.14352/97530
UL https://hdl.handle.net/20.500.14352/97530
LA eng
NO Tarabini,A., Curran, M. & Fontdevila, C. (2017). Institutional habitus in context: implementation, development and impacts in two compulsory secondary schools in Barcelona, British Journal of Sociology of Education, 38(8), 1177-1189 DOI: 10.1080/01425692.2016.1251306
DS Docta Complutense
RD 11 abr 2025