You are not logged in.

Educating for futures in marginalized regions: a sociological framework for rethinking and researching aspirations

Zipin, Lew, Sellar, Sam, Brennan, Marie and Gale, Trevor 2015, Educating for futures in marginalized regions: a sociological framework for rethinking and researching aspirations, Educational philosophy and theory, vol. 47, no. 3, pp. 227-246, doi: 10.1080/00131857.2013.839376.

Attached Files
Name Description MIMEType Size Downloads

Title Educating for futures in marginalized regions: a sociological framework for rethinking and researching aspirations
Author(s) Zipin, Lew
Sellar, Sam
Brennan, Marie
Gale, TrevorORCID iD for Gale, Trevor orcid.org/0000-0003-3927-9267
Journal name Educational philosophy and theory
Volume number 47
Issue number 3
Start page 227
End page 246
Total pages 20
Publisher Taylor and Francis
Place of publication Oxford, Eng.
Publication date 2015
ISSN 0013-1857
1469-5812
Keyword(s) Appadurai
aspirations
Bourdieu
community study
curriculum and pedagogy
funds of knowledge
Social Sciences
Education & Educational Research
KNOWLEDGE
FUNDS
Summary 'Raising aspirations' for education among young people in low socioeconomic regions has become a widespread policy prescription for increasing human capital investment and economic competitiveness in so-called 'knowledge economies'. However, policy tends not to address difficult social, cultural, economic and political conditions for aspiring, based in structural changes associated with globalization. Drawing conceptually on the works of Pierre Bourdieu, Raymond Williams, Arjun Appadurai and authors in the Funds of Knowledge tradition, this article theorizes two logics for aspiring that are recognizable in research with young people and families: a doxic logic, grounded in populist-ideological mediations; and a habituated logic, grounded in biographic-historical legacies and embodied as habitus. A less tangible third 'logic' is also theorized: emergent senses of future potential, grounded in lived cultures, which hold possibility for imagining and pursuing alternative futures. The article offers a sociological framework for understanding aspirations as complex social-cultural phenomena, and for capacitating emergent and hopeful aspirations through school- and community-based research and dialogue. © 2013 Philosophy of Education Society of Australasia.
Language eng
DOI 10.1080/00131857.2013.839376
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2015, Taylor and Franics
Persistent URL http://hdl.handle.net/10536/DRO/DU:30078747

Document type: Journal Article
Collection: School of Education
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 18 times in TR Web of Science
Scopus Citation Count Cited 19 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 87 Abstract Views, 0 File Downloads  -  Detailed Statistics
Created: Mon, 05 Oct 2015, 13:40:06 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.