RT Journal Article
T1 The role of institutional, family and peer-based discourses and practices in the construction of students' socio-academic trajectories
A1 Poveda Bicknell, David
A1 Jociles Rubio, María Isabel
A1 Franze Mudano, Adela María
A1 Moscoso, María Fernanda
A1 Cano, Albano
AB In this article, we discuss findings from multi-level ethnography conducted in a secondary school located in Madrid (Spain). The study focuses on the variety of institutional, family and peer-based factors that contribute to the construction of students' socio-academic trajectories. In particular, we attempt to understand the role these social fields play in the construction of educational careers that are comparatively less successful in the case of immigrant students. Our findings suggest that these ‘objective outcomes’ are immersed in a web of discourses, practices and representations held by educators, parents and students about the future, the role of schooling in adolescents socio-educational paths and the interconnections between each social field (school, parents and peers) that show significant contradictions and discontinuities. In our analysis, we uncover some of these tensions and examine the role they play in the configuration of adolescent's educational subjectivities.
PB Taylor & Francis
SN 1745-7823
YR 2012
FD 2012
LK https://hdl.handle.net/20.500.14352/115176
UL https://hdl.handle.net/20.500.14352/115176
LA eng
NO Poveda, D; Jociles, M; Franzé, A; Moscoso, M. y Calvo, A. (2012). The role of institutional, family and peer-based discourses and practices in the construction of students' socio-academic trajectories. Ethnography and Education Journal, 7 (1), 39-57.
NO Ministerio de Educación y Ciencia (España)
DS Docta Complutense
RD 17 abr 2025