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Bourdieu’s sociology has traditionally been confined to the
limits of its French national context. This edited collection seeks
to challenge these boundaries, applying Bourdieu’s analysis of
practice to Chinese education as it gains relevance and attention
around the globe. This book stems from the conviction that
empirical investigation and conceptual inventiveness are needed to
understand the historical and contextual particularities of
Sino-foreign higher education. It brings the sociology of Pierre
Bourdieu to the specificity of higher education in and for China
and the multi-scalar complexity of higher education beyond the
nation. Aggregating recent Bourdieu-informed investigations of
empirical worlds of Sino-foreign higher education, the volume
mainly considers two problems: structures and strategies of
advantage behind institutional and individual action in
Sino-foreign higher education; and student participation in the
practices of that higher education. The volume probes the potential
of Bourdieusian theory and methodology for understanding Chinese
higher education beyond the nation. This book is written to engage
with the intellectual work of both established scholars and higher
degree research students within China and beyond. The empirical
studies provide useful insights for educational leaders in Chinese
higher education sectors and in the universities of
English-dominant western countries where students and researchers
from China have been a growing presence. The theoretical and
methodological discussions will be pertinent to scholars who are
interested in Bourdieu’s sociology and sociology of higher
education.
For more than 40 years, researchers have explored the utility of
Bourdieu’s sociology for settings beyond the French and Algerian
contexts of its origin. This edited collection has a focus on
China, applying Bourdieu’s analysis of practice as Chinese
education gains relevance and attention around the globe. Grounded
in empirical research, Recontextualising and Recontesting Bourdieu
in Chinese Education advances Bourdieu’s analysis of practice
beyond national scales while producing new knowledge about the
generation of habitus, mobilities, and languages in relation to
Chinese education. Locating Chinese education within national and
transnational contexts, this collection grapples with the
structural invariances and inequivalences between Chinese education
and society on the one hand, and social spaces in other parts of
the world on the other hand. Through chapters that examine social
mobility in the context of cross-border movement and delve into
questions of language and power, this book recontests and
problematises the use of Bourdieu’s sociology to theorise social
classification and differentiation in China. This book is essential
reading for Chinese educational researchers and practitioners,
Bourdieusian scholars with particular interests in education, and
sociologists of education broadly.
The basis of Bernstein's sociology of education lays in is his
theorisation of the different approaches to curriculum, pedagogy
and assessment and the implications for pedagogic rights and social
justice. This edited collection presents 15 empirical case studies
and theoretical accounts from 22 international scholars who focus
on the experiences of students and teachers in contexts marked by
economic, social, cultural, linguistic and/or geographic diversity.
Located in systems of education in Australia, France, Germany,
Greece, Portugal, South Africa and the United States, each chapter
contributes to a better understanding of the conditions of a
democratic education across time and place.
Digital devices, such as smart phones and tablet computers, are
becoming commonplace in young children's lives for play,
entertainment, learning and communication. Recently, there has been
a great deal of focus on the educational potential of these devices
in both formal and informal educational settings. There is now an
abundance of educational 'apps' available to children, parents, and
teachers, which claim to enhance children's early literacy and
numeracy development, but to date, there has been very little
formal investigation of the educational potential of these devices.
This book discusses the impact on children's learning when iPads
were introduced in three very different early years settings in
Brisbane, Australia. It outlines how researchers worked with
pre-school teachers and parents to explore how iPads can assist
with letter and word recognition, the development of oral literacy
and digital literacies and talk around play. Chapters consider the
possibilities for using iPads for creativity and arts education
through photography, storytelling, drawing, music creation and
audio recording, and critically examine the literacies enabled by
educational software available on iPads, and the relationship
between digital play and literacy development. iPads in the Early
Years provides exciting insights into children's digital culture
and learning in the age of the iPad. It will be key reading for
researchers, research students and teacher educators focusing on
the early years, as well as those with an interest in the role of
ICTS, and particularly tablet computers, in education.
This book uses Bourdieu's sociological approach for research as a
jumping-off point for framing our understandings and analyses of
China and Chinese education. Three major themes-inequality,
competition, and change-are explored across several theoretical and
contextual bases. Bringing together top scholars in the field, the
volume examines empirical studies that analyse social (im)mobility
through education for students affected by the social divides of
class, culture and rural/urban locations; teacher identity and the
field of schooling in the current Chinese environment and going
forward; and the university as an institution for the production of
knowledge about education in the globalising academy. Offering
insights into the historical and cultural context for China's
educational landscape, the contributions of this book revisit
Bourdieusian concepts from a new empirical vantage point and bring
together key studies that illuminate new pathways for the study of
Chinese sociology of education.
This book uses Bourdieu's sociological approach for research as a
jumping-off point for framing our understandings and analyses of
China and Chinese education. Three major themes-inequality,
competition, and change-are explored across several theoretical and
contextual bases. Bringing together top scholars in the field, the
volume examines empirical studies that analyse social (im)mobility
through education for students affected by the social divides of
class, culture and rural/urban locations; teacher identity and the
field of schooling in the current Chinese environment and going
forward; and the university as an institution for the production of
knowledge about education in the globalising academy. Offering
insights into the historical and cultural context for China's
educational landscape, the contributions of this book revisit
Bourdieusian concepts from a new empirical vantage point and bring
together key studies that illuminate new pathways for the study of
Chinese sociology of education.
Digital devices, such as smart phones and tablet computers, are
becoming commonplace in young children's lives for play,
entertainment, learning and communication. Recently, there has been
a great deal of focus on the educational potential of these devices
in both formal and informal educational settings. There is now an
abundance of educational 'apps' available to children, parents, and
teachers, which claim to enhance children's early literacy and
numeracy development, but to date, there has been very little
formal investigation of the educational potential of these devices.
This book discusses the impact on children's learning when iPads
were introduced in three very different early years settings in
Brisbane, Australia. It outlines how researchers worked with
pre-school teachers and parents to explore how iPads can assist
with letter and word recognition, the development of oral literacy
and digital literacies and talk around play. Chapters consider the
possibilities for using iPads for creativity and arts education
through photography, storytelling, drawing, music creation and
audio recording, and critically examine the literacies enabled by
educational software available on iPads, and the relationship
between digital play and literacy development. iPads in the Early
Years provides exciting insights into children's digital culture
and learning in the age of the iPad. It will be key reading for
researchers, research students and teacher educators focusing on
the early years, as well as those with an interest in the role of
ICTS, and particularly tablet computers, in education.
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