Reclaiming the public sphere Right to education and Right to he 回收公共领域的受教育权利和权利的

1、theory of practice, mixed methods research and the development of social sensitivity accreditation in he karin doolan: institute for social research, zagreboverviewthe necessity for mixed methods research;bourdieus conceptual toolbox;holistic education policies. empirical base(1)explored the educati

2、onal choices and experiences of croatian first-year undergraduate university students from different socio-economic backgrounds; (2)bourdieus theory of practice (capitals, habitus, field) extended in terms of emotional capital, gender and place;(3)multiple case, mixed methods (642 questionnaires, 28

3、 students interviews, visual data, secondary statistical data) research study. the need for mixed methods researchhigher education participation and methodologypredominantly quantitative research;need for qualitative research voice to disadvantaged students;example of interview data;example of visua

4、l data. need for education policy to be informed by qualitative data. the importance of interview data the jump.youre doing something good for yourself because every student gets his godfather who takes care of you while you study. and lets say you get a godfather who is a professor from your facult

5、y, then you get privileges at the exam and if its someone working in your branch, then he can help you find a job later.visual data snobbish? so what!visual data (me, where i belong)a bourdieuean perspectivetheory in he participation literatureno theory: reay, david and ball (2005) note this in term

6、s of higher education choice : under-researched and under-theorised;theory: boudon or bourdieu?bourdieu in empirical datastudents educational pathways (in terms of socio-economic status) shaped by:inherited or acquired capitals (cultural, social, economic and emotional);fields of the past (secondary

7、 education field), present (he field) and future (labour market);place of residence.institutional practices educationally reinforce social differences through their (mis)recognition of resources which are unevenly distributed among students.cultural capitalforminstitutional aspectparental educationa

8、l level, parental educational support and type of completed secondary schoolinglack of institutional provision of educational advice (gender aware)teachers assuming grammar school knowledgestudy materialspoorly equipped librariesvocabulary and eloquence oral examssocial capitalsourceresourceinstitut

9、ional aspectfamily friends,tennis partner,career advisor, teachers, course colleagues, friendseducational advice, employment advice, financial benefits, study materials, educational knowledge, practical and emotional supportlack of institutional provision of educationally beneficial contacts and res

10、ources (career centres, counselling services virtual)economic capitalforminstitutional aspectfinancial means for tuition feesfew needs-based scholarships, where allocated insufficient to cover total costs of studytuition fees determined based only on academic criteriafinancial means for study materi

11、alsfinancial means for living costsfield institutional habitusinclusive aspectsexclusive aspectscareer adviceadmission procedures (grammar school)direct contact with helpful and supportive academic staff (preferably face-to-face, but also via e-mail), mentoringentrance exam including general culture

12、 questionsacademic staff offering private tutoring to applicantslecturer sensitivity to differences in prior knowledgeassumptions of prior knowledgeclarity in course transmissionunclear transmission of course contentobjective assessmentsubjective assessmentgood organisation (timetable) and availabil

13、ity of resourcesovercrowded timetable, lack of resourcesa socially mixed student intakesocially homogenous student intakeholistic education policiesmeasures to address social inequalities in hetailored educational and career advice in primary and secondary schools (early intervention); institutional

14、 provision of both cold and hot knowledge about educational careers; student record books without information on secondary school completed; teaching staff sensitive to different educational backgrounds; objective assessment; measures to prevent corruption; institutional opportunities for meeting co

15、lleagues and working with them (e.g. induction days, collaborative learning); virtual meeting spaces; teacher-student mentoring schemes; sufficient numbers of needs-based scholarships; student loans; well equipped libraries; internet provision of resources; sufficient and adequate student accommodat

16、ion; provision of quiet spaces for learning; orientation advice at induction sessions; career orientation before enrolling to university and during the course of study, with particular attention to the gender dimension of educational and career choices; opportunity for direct contact with helpful an

17、d supportive academic staff; clarity in course transmission; professional development of teaching staff; implemented procedures to follow student progress; encouragement with regard to course difficulty; and good course organisation (timetable). policy considerationspolitical recognition;holistic policy recognition: multiple issues requiring multiple responses at all levels of education;legal recognition: discursive and practical (