| 1. |
- Börjesson, Mikael, 1969-, et al.
(författare)
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Cultural capital in the elite subfield of Swedish higher education
- 2016
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Ingår i: Poetics (Amsterdam. Print). - : Elsevier BV. - 0304-422X .- 1872-7514. ; 56, s. 15-34
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Tidskriftsartikel (refereegranskat)abstract
- The idea of a strong tie between culture and education, advocated by Bourdieu and his colleagues from the 1960s, is in this article explored in detail by investigating cultural capital in both its embodied state, expressed in tastes and cultural practices among students in the elite subfield of Swedish higher education, and its institutionalised state, through an analysis of the same students’ enrolment patterns. By applying Specific MCA to a questionnaire answered by 1152 students at 20 socially and scholarly selective programmes we identify three main dimensions in the space of lifestyles. The first dimension separates advanced and legitimate cultural practices and tastes from mainstream ones. In a second dimension, elaborate and often costly body-oriented practices in training or clothing are distinguished from a more ascetic lifestyle. The third dimension opposes a pole of establishment from a pole of non-establishment. The study programmes are well dispersed in the space of lifestyles, which suggests a close relation between embodied and institutionalised states of cultural capital. We finally argue that the pursuit of field-specific capital best explains this dispersion: the future trajectories into specific regions of the field of power tend to correspond to distinct lifestyles of various categories of elite students.
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| 2. |
- Forsberg, Håkan, 1981-, et al.
(författare)
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Education as Field and Market : The Case of Upper Secondary School in Stockholm, 2006–2008
- 2019
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Ingår i: Empirical Investigations of Social Space. - Cham : Springer Publishing Company. - 9783030153861 - 9783030153878 ; , s. 245-266
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Bokkapitel (refereegranskat)abstract
- In the last three decades, Swedish education has undergone profound transformations, including a gradually increasing degree of privatization and marketization. These transformations offer an opportunity to analyse the relation between social space, education as social field and an emerging educational market. A correspondence analysis (CA) of all pupils attending all upper secondary educations in the Stockholm area in 2006–2008, with Euclidean classification as an additional analytic instrument, reveals that the social structure of the field of upper secondary education remains largely the same in spite of the market-oriented reforms. The embodied form of the unequally distributed social and cultural assets of which this structure is an expression, habitus, is particularly important for explaining both the distance and the responsiveness to marketization which characterize and separate elite schools, from medium and lower-ranked schools. It is concluded that the “market” should be understood as embedded in a social field of education that, in turn, reflects the polarities of the larger social space.
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| 3. |
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| 4. |
- Forsberg, Håkan, 1981-, et al.
(författare)
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Public schools’ market strategies
- 2019. - 1
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Ingår i: Neoliberalism and market forces in education. - London : Routledge. - 9781138600881 - 9780429894022 ; , s. 15-32
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Bokkapitel (refereegranskat)abstract
- The Swedish school reforms in the early 1990s channeled all public funding for basic and secondaryeducation into vouchers that families and pupils could use for making their own choice of school. Parallelto this, private schools were allowed, competing with municipality owned schools for pupils and thefunding these vouchers represent. The reforms transformed education into a market where pupilscompete for entry into schools and schools compete for pupils. This transformation profoundly changedthe conditions for how municipalities handled their political responsibility to provide education of ‘equalquality’. In this paper, we examine the survival strategies that local school authorities employed underthe pressure of increased competition, deregulation and marketization. Our analysis is based oninterviews with senior school officials and school principals in the less wealthy southern municipalitiesofStockholm County and is underpinned by statistical data originating from Statistics Sweden. The studyshows that public school authorities were forced to adapt to a market over which they had limited control.The market reforms provided the municipalities with a contradictory role as both wardens of traditionalvalues of civic responsibility and defenders of the new school competition. This aligns with previousresearch that point to a gradual transformation of the public sector, the emphasis shifting from egalitarianand civic responsibility to producing education as a civic commodity.Auctioning out educationDiana Holmqvist1
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| 5. |
- Laurin, Emma, 1977-, et al.
(författare)
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Se servir du diagnostic comme d’une arme : Les usages sociaux du diagnostic neuropsychiatrique par les mères fortes en capital sur le marché scolaire de Stockholm
- 2017
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Ingår i: Esprit Critique: revue internationale de sociologie et de sciences sociales. - 1705-1045. ; 27:1, s. 93-110
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Tidskriftsartikel (refereegranskat)abstract
- Cet article analyse la manière dont des familles fortes en capital de la classe moyenne supérieure, et qui ont un enfant atteint d’un trouble neuropsychiatrique, se positionnent par rapport au diagnostic de l’enfant, et comment elles utilisent ce diagnostic dans leurs stratégies éducatives sur le marché scolaire qui s’est constitué dans la ville de Stockholm, à la suite des réformes dites du « libre choix scolaire » menées dans les années 1990. L’analyse s’appuie sur 20 entretiens avec des parents d’enfants diagnostiqués, principalement les mères. Le résultat montre que le diagnostic occupe une place tout à fait centrale dans les stratégies éducatives des familles, mais aussi qu’il lui est attribué des portées variables en fonction du contexte concret de son utilisation. Le diagnostic peut être perçu comme l’expression d’un handicap et d’un isolement, mais aussi comme un ticket d’entrée dans des réseaux de familles qui militent pour l’amélioration des conditions faites aux enfants diagnostiqués, comme un outil permettant d’obtenir des ressources supplémentaires de la part de l’école, ou comme un moyen de faire entrer l’enfant dans l’une des écoles indépendantes spécialisées pour enfants diagnostiqués qui ont connu leur essor à Stockholm du fait d’un phénomène de marchandisation. Le diagnostic peut être vécu comme un stigmate, mais aussi fournir ce qui se perçoit parfois comme une identité alternative, libératrice pour l’enfant. Les parents s’en servent comme d’une arme, revêtue d’une légitimité provenant des sciences médicales, dans le cadre d’une lutte contre les prétentions de l’école à satisfaire les besoins spécifiques de l’enfant au moyen de solutions pédagogiques inclusives. Les usages des diagnostics par ces familles sont examinés à la lumière de la notion de « classification interactive » proposée par Hacking et des notions bourdieusiennes de capital et de champ social.
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| 6. |
- Waddling, Jennifer, et al.
(författare)
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Struggling with capital: : a Bourdieusian analysis of educational strategies among internationally mobile middle class families in Sweden
- 2019
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Informa UK Limited. - 0159-6306 .- 1469-3739. ; 40:5, s. 697-716
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Tidskriftsartikel (refereegranskat)abstract
- Drawing on empirical data regarding educational strategies among internationally mobile families in the Stockholm-Uppsala region, this study questions the notion of a global middle class. First, a quantitative analysis shows that immigrating middle class professionals and their children are few, having marginal impact on the demand for international education. Furthermore, they far from constitute a homogeneous class, instead comprising of fractions opting for different types of schools. A second, qualitative study on capital conversion among mobile families illustrates that even well-educated international movers face serious challenges converting their existing knowledge, skills and contacts into well-informed social, professional and educational strategies in their new context. This suggests the limitations of concepts such as international capital. It is argued that the GMC concept overshadows the fact that social groups within the middle classes have varying degrees of international mobility that constitutes just one dimension of what separates them from each other.
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