Rethinking Institutional Habitus in Education: A Relational Approach for Studying Its Sources and Impacts

Sociology ◽  
2020 ◽  
pp. 003803852096656
Author(s):  
Çetin Çelik
Keyword(s):  
Educational Status ◽  
Immigrant Community ◽  
Educational Trajectories ◽  
Turkish Immigrant ◽  
Educational Engagement ◽  
Academic Practices ◽  
Relational Framework ◽  
Institutional Habitus ◽  
Home And School ◽  
Educational Field

Institutional habitus is a useful concept for analysing how schools adopt certain dispositions and influence students’ educational trajectories. The literature, however, reduces its source to collective social class mediated by an institution and only employs it to explain the reproduction of inequalities. Instead, I offer a relational framework that ties the concepts of institutional habitus, field and capital, and investigate how a secondary school improves the educational engagement of working-class, second-generation Turkish immigrant youth in Germany. The findings reveal that the school’s institutional habitus combines the communal values of the immigrant community and the middle-class academic practices; the former narrows the gap between home and school, and the latter modifies the classed feelings of students. The relational framework discloses that schools’ educational status in the educational field constitutes the source of institutional habitus, and that the institutional habitus can also explain the reduction of inequalities by schools.

scholarly journals Language maintenance and shift under pressure: Three generations of the Turkish immigrant community in the Netherlands

2016 ◽  
Vol 2016 (242) ◽  
Author(s):  
Yeşim Sevinç
Keyword(s):  
The Netherlands ◽  
Language Proficiency ◽  
Language Maintenance ◽  
Language Shift ◽  
Third Generation ◽  
Immigrant Community ◽  
Three Generations ◽  
Turkish Immigrant ◽  
Language Maintenance And Shift ◽  
Turkish Language

AbstractDrawing on questionnaire and interview data, this study explores the process of language maintenance and shift across three generations of Turkish immigrants in the Netherlands. It compares three generations of Turkish-Dutch bilinguals by examining age and place of language learning, self-rated language proficiency, and language choices in six domains (home, school, work, friends, media and leisure time activities, and cognitive activities). Furthermore, it investigates bilinguals’ experiences, motivations for learning languages and attitudes towards bilingualism. Findings suggest that following the typical pattern of language shift described by Mario Saltarelli and Susan Gonzo in 1977, language history, self-rated language proficiency and current language practices of third-generation children differ from those of first- and second-generation bilinguals. Consequently, possible language shift among third-generation bilinguals causes socioemotional pressure about maintaining the Turkish language, triggering intergenerational tensions in Turkish immigrant families. At the same time, the perceived need to shift to Dutch for social and economic reasons causes immigrant children to experience tensions and ambiguities in the linguistic connections between the family and other social domains (e. g. school, friendship). The findings evidence that the Turkish immigrant community in the Netherlands may no longer be as linguistically homogeneous as once observed. The dissolution of homogeneity can be a sign of social change in which maintaining the Turkish language has become a challenge, whereas speaking Dutch is a necessity of life in the Netherlands.

scholarly journals Negotiating informal elder care, migration and exclusion: the case of a Turkish immigrant community in Belgium

2019 ◽  
Vol 12 (2) ◽  
pp. 89-117 ◽  
Author(s):  
Wouter De Tavernier ◽  
Veerle Draulans
Keyword(s):  
Rational Choice ◽  
Informal Care ◽  
Elder Care ◽  
Rational Choice Theory ◽  
Choice Theory ◽  
Qualitative Interviews ◽  
Formal Care ◽  
Care Provision ◽  
Immigrant Community ◽  
Turkish Immigrant

In this article, we analyse the role exclusion plays in three theories explaining the provision of informal care for the elderly: norms and roles (sociological institutionalism), the availability and accessibility of formal care (rational choice institutionalism) and concerns about balancing time and money (rational choice theory). Feeding into the discussion on agency in old-age exclusion literature, we argue that exclusion shapes informal care provision in all three theories: social exclusion enforces norms, civic exclusion hinders appropriate formal care provision and economic exclusion reduces the opportunity costs of informal care. Hence, exclusion structures positions and power relations in care negotiation processes. The study shows that exclusion should not only be analysed as an outcome but also as a force shaping the life conditions of older people. The argument is supported using data from qualitative interviews with stakeholders in informal elder care in a Turkish immigrant community in Belgium. Intersections of gender, generation and migration status are taken into account.

scholarly journals The Penetration of Technocratic Logic into the Educational Field: Rationalizing Schooling from the Progressives to the Present

2013 ◽  
Vol 115 (5) ◽  
pp. 1-36 ◽  
Author(s):  
Jal Mehta
Keyword(s):  
No Child Left Behind ◽  
Progressive Era ◽  
Educational Status ◽  
High Status ◽  
Top Down ◽  
Left Behind ◽  
Formal Systems ◽  
Accountability Movement ◽  
External Actors ◽  
Educational Field

Context No Child Left Behind is only the most recent manifestation of a longstanding American impulse to reform schools through accountability systems created from afar. While research has explored the causes and consequences of No Child Left Behind, this study puts the modern accountability movement in longer historical perspective, seeking to identify broader underlying patterns that shape this approach to reform. Purpose and Research Design The study explores the question of the short and longer-term causes of the movement to “rationalize” schools by comparing three major movements demanding accountability in American education across the 20th century: the efficiency reforms of the Progressive Era; the now almost forgotten movement toward accountability in the late 1960s and early 1970s; and the modern standards and accountability movement, culminating in No Child Left Behind. This paper considers the three movements as cases of school “rationalization” in the Weberian sense, in that each sought to reduce variation and discretion across schools in favor of increasingly formal systems of standardized top-down control. Findings This impulse to rationalize schools cannot be explained by interest group or partisan explanations since the reformers defy easy ideological categorization.. Instead, the reforms can be understood as a penetration of “technocratic logic” into the educational sphere. In each movement, this process exhibited a similar pattern: (1) the identification of a crisis of quality which destabilized the existing educational status quo; (2) the elevation of a technocratic logic, backed by the knowledge base of a high-high status epistemic community; (3) the rallying of ideologically diverse powerful actors external to the schools behind a commensurating logic that promised control over and improvement of an unwieldy school system; and (4) the inability of education to resist this technocratic logic (and often to be co-opted by it) due to teaching's historical institutionalization as a feminized, weak, bureau-cratically-administered field lacking its own set of widely respected countervailing professional standards. Conclusions/Implications This history suggests that unless teachers are able to develop and organize a stronger field, they will remain at the whim of external actors. It also suggests that top-down accountability-centered approaches are limited if the goal is to consistently produce teaching that can help students engage in higher level academic work. Rather than continuing to pursue these rationalizing strategies, this analysis and emerging international evidence suggest that a more promising approach would be to work towards professionalizing the educational field.

Macroenvironmental factors affecting integration Turks in Germany and the Netherlands

2012 ◽  
Vol 9 (1) ◽  
pp. 25-32 ◽  
Author(s):  
Gonul TOL
Keyword(s):  
The Netherlands ◽  
Legal Framework ◽  
Economic Factors ◽  
Immigrant Community ◽  
Host Society ◽  
Factors Affecting ◽  
Turkish Immigrants ◽  
Turkish Immigrant ◽  
The Difference ◽  
Turks In Germany

This study examines the causal factors to explain the different integration patterns of the Turkish immigrant community in the Netherlands and Germany.The Dutch and German Turkish communities offer an excellent opportunity for comparative analysis of integration, since they share many socio-cultural characteristics but differ in their level of integration. It suggests that the Turkish immigrants in the Netherlands are more integrated into the host society than their counterparts in Germany due to the difference in macro-environmental factors such as the political, legal framework and economic factors in these countries.

scholarly journals Toward an interdisciplinary understanding of heritage language anxiety

2021 ◽  
Vol 11 (2) ◽  
pp. 411-428
Author(s):  
Yeşim Sevinç
Keyword(s):  
Heritage Language ◽  
Electrodermal Activity ◽  
Language Anxiety ◽  
Immigrant Community ◽  
Structured Interviews ◽  
Complex Interplay ◽  
Daily Lives ◽  
Emotional Challenges ◽  
Turkish Immigrant ◽  
Physiological Reactions

This paper summarizes recent research on heritage language anxiety (HLA) that three generations of the Turkish immigrant community in the Netherlands experience in their daily lives. Through an interdisciplinary perspective, it integrates an extended questionnaire (n=113), semi-structured interviews (n=30), and an experiment (n=30) in which physiological responses (i.e. electrodermal activity) are measured during a video-retelling task conducted in monolingual and bilingual modes. Findings illustrate the complex interplay of daily sociolinguistic and socio-emotional challenges, HLA and physiological reactions. In its application of interdisciplinary research, the paper provides a more integrative glimpse into the multifaceted dimensions that underpin heritage language anxiety, particularly in the immigrant context.

Reflections on ‘Culture Mavens’ from an Australian Jewish Perspective

Jews at Home ◽  
2010 ◽  
pp. 307-315
Author(s):  
Suzanne D. Rutland
Keyword(s):  
Historical Context ◽  
Day School ◽  
Immigrant Community ◽  
Cultural Patterns ◽  
Jewish Day School ◽  
American Jewry ◽  
The Social ◽  
The Holocaust ◽  
Home And School ◽  
School Movement

This chapter seeks to explain Australian Jewish cultural patterns in the light of the narrative of the social and historical context that has developed in America discussed in Chapter 10. It considers that Australian Jewry was not only a decade but possibly a whole generation behind American Jewry, if not more. The chapter describes how, on the whole, Australian Jewry is still much more traditional in its Jewish lifestyles and choices. The largely religious Jewish day school movement, which attracts a high proportion of Jewish children, is a major factor affecting home practice, decoration, and observance in Australia. Since there is a clear nexus between home and school, this adds to the distinctive element of Australian Jewry. In addition, the community is still largely an immigrant community, strongly informed by the Holocaust and Israel, and does not demonstrate the same varieties of Judaism described in that chapter.

Experiences and perceptions of body weight among Turkish immigrant women in Norway

2021 ◽  
Vol 17 (1) ◽  
pp. 92-104
Author(s):  
Erin Yildirim Rieger ◽  
Laura Terragni ◽  
Elzbieta Anna Czapka
Keyword(s):  
Body Weight ◽  
Cultural Practices ◽  
Immigrant Women ◽  
Overweight And Obesity ◽  
Immigrant Community ◽  
Turkish Women ◽  
Structured Interviews ◽  
Content Type ◽  
Qualitative Research Design ◽  
Turkish Immigrant

Purpose The purpose of this study is to explore beliefs and experiences of Turkish immigrant women in Norway related to body weight, nutrition and exercise practices. Design/methodology/approach This study has a qualitative research design. Ten semi-structured interviews and a focus group were conducted with a purposive sample of Turkish immigrant women residing in Oslo, Norway. Themes were identified in the transcripts using systematic text condensation. Findings Participants viewed Turkish women as more commonly overweight or obese compared to Norwegian women. Weight was discussed openly among Turkish women and a preference to lose weight, both as individuals and among community members more broadly, also emerged. For participants, this represented a generational shift. Participants identified their barriers to weight loss, including norms around socialization and food in their community and exercise and eating practices during the long Nordic winter. Practical implications Participants expressed a tension between concern about health impacts of overweight and obesity and the desire to uphold cultural practices around food. Weight-related health-care initiatives for Turkish immigrant women can take into account such experiences shaped by their interaction with multiple cultures. Originality/value Participants emphasized that perspectives about weight in their Turkish immigrant community were influenced by the transition toward thin weight ideals in Turkey. Self-image regarding weight was also situated within the context of being immigrants in Norway.

scholarly journals Rewriting the future: Young people's stories of educational engagement

2020 ◽  
Vol 45 (1) ◽  
pp. 59-67
Author(s):  
Deborah Crook
Keyword(s):  
Young People ◽  
Possible Selves ◽  
Participatory Methods ◽  
Educational Trajectories ◽  
Continued Education ◽  
The Future ◽  
Educational Engagement ◽  
Generational Relationships

Young people's educational trajectories are always provisional. This article considers young people's perspectives about enablers and barriers to continued education, and questions models of aspiration-raising that prioritise particular trajectories and are critical when young people cannot engage. Participatory methods enabled 30 young people aged 12-24 from disadvantaged areas in northwest England to imagine steps towards future possible selves. Through collaborative story-making with researchers, they established that inter-generational relationships are important to these journeys, especially support from adults who believed in their capabilities and encouraged young people's influence over decisions for change.

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