Abstract

Bourdieu argued that class-based inequalities influenced educational outcomes and this paper illustrates the relevance of Bourdieu’s concepts in understanding one specific community. A wider study by the authors used the concept of habitus to identify factors which impacted on the participants—predominantly white working-class mothers’—perceptions of their engagement with schools. This paper provides two selected case study examples from the wider study which describes the ways these mothers interpret different habitus in relation to education and discusses how habitus can inform understandings of different parental perceptions towards education and how this affects engagement. Schools can use this insight to ensure that parents from such backgrounds feel better able to engage with their children’s education. Schools use this insight to inform to ensure that parents from such backgrounds feel able to engage with their children’s education, both at home and in school.

摘要

布迪厄认为，基于阶级的不平等会影响教育成果，本文说明了布迪厄的概念在理解一个特定社区方面的相关性。作者进行的一项更广泛的研究使用习惯的概念来确定影响参与者（主要是白人工人阶级母亲）对他们参与学校的看法的因素。本文提供了两个从更广泛的研究中选择的案例研究示例，这些示例描述了这些母亲解释与教育相关的不同习惯的方式，并讨论了习惯如何帮助理解父母对教育的不同看法以及这如何影响参与度。学校可以利用这种洞察力来确保来自此类背景的父母能够更好地参与孩子的教育。