Calculating student aspiration: Bourdieu, spatiality and the politics of recognition

Gale, Trevor and Parker, Stephen 2015, Calculating student aspiration: Bourdieu, spatiality and the politics of recognition, Cambridge journal of education, vol. 45, no. 1, pp. 81-96, doi: 10.1080/0305764X.2014.988685.

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Title Calculating student aspiration: Bourdieu, spatiality and the politics of recognition
Author(s) Gale, TrevorORCID iD for Gale, Trevor orcid.org/0000-0003-3927-9267
Parker, Stephen
Journal name Cambridge journal of education
Volume number 45
Issue number 1
Start page 81
End page 96
Total pages 16
Publisher Routledge
Place of publication London, Eng.
Publication date 2015-01
ISSN 0305-764X
1469-3577
Keyword(s) Appadurai
Bourdieu
disadvantage
student aspiration
terms of recognition
Summary This paper reports on a recent study of aspirations for higher education by secondary school students from disadvantaged backgrounds in regional Australia. At the same time, it goes in search of explanations that transcend a Bourdieuian account of aspirations as produced by and reproductive of cultural histories and dominance, given the apparent inadequacy of these accounts in redressing disadvantage. To this end the authors distinguish between historicising and spatialising aspirations, taking up Appadurai’s notion of navigational capacity as a way of advancing greater agency for disadvantaged groups. Data from the research inform the analysis, including the mediation of students’ desired futures by their perception of what is possible given their differentiated locations and access to resources. It is concluded that while this spatial turn in theorising aspiration has potential for changing the terms of recognition internal to disadvantaged communities, there remain structural limits on change ‘from below’.
Language eng
DOI 10.1080/0305764X.2014.988685
Field of Research 130103 Higher Education
Socio Economic Objective 930599 Education and Training Systems not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2015, University of Cambridge, Faculty of Education
Persistent URL http://hdl.handle.net/10536/DRO/DU:30074727

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