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A Relational Approach to Educational InequalityDiscussion and Conclusions

A Relational Approach to Educational Inequality: Discussion and Conclusions [In this study, I have investigated the topic of educational inequality both theoretically and empirically in the case of CS, an Istanbul primary education school. For the empirical analysis, I performed a four-month field study between October 2006 and January 2007, during which I conducted 141 narrative interviews with the school’s eighth grade students (the last grade of compulsory education before the students follow their separate paths in upper secondary education), their teachers, the school administration and various actors related to the school (Chapter 4.2). Starting with the field research period and also during the analysis of the empirical data, I addressed two questions: “what is educational inequality?” and “how can educational inequality be studied?” Based on RS and the relational approaches of Charles Tilly and Pierre Bourdieu, I specified three relational characteristics of educational inequality: relativity, cumulativeness and being an organized practice (Chapter 3).] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Relational Approach to Educational InequalityDiscussion and Conclusions

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Publisher
Springer Fachmedien Wiesbaden
Copyright
© Springer Fachmedien Wiesbaden GmbH, part of Springer Nature 2019
ISBN
978-3-658-26614-1
Pages
253 –271
DOI
10.1007/978-3-658-26615-8_8
Publisher site
See Chapter on Publisher Site

Abstract

[In this study, I have investigated the topic of educational inequality both theoretically and empirically in the case of CS, an Istanbul primary education school. For the empirical analysis, I performed a four-month field study between October 2006 and January 2007, during which I conducted 141 narrative interviews with the school’s eighth grade students (the last grade of compulsory education before the students follow their separate paths in upper secondary education), their teachers, the school administration and various actors related to the school (Chapter 4.2). Starting with the field research period and also during the analysis of the empirical data, I addressed two questions: “what is educational inequality?” and “how can educational inequality be studied?” Based on RS and the relational approaches of Charles Tilly and Pierre Bourdieu, I specified three relational characteristics of educational inequality: relativity, cumulativeness and being an organized practice (Chapter 3).]

Published: May 16, 2019

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