Search results

Purpose: This chapter analyses the effects of social stratification and inequalities on the outcomes of transnational mobilities, especially on the educational trajectory of returning migrant children.

Study approach: It places the Bourdieusian capital concepts (Bourdieu, 1977, 1984) centre stage, and analyses the convertibility or transferability of the cultural and social capital across different transnational locations. It examines the serious limitations of this process, using the concept of non-dominant cultural capital as a heuristic analytical tool and the education system (school) as a way of approaching the field. As we examine ‘successful mobilities’ of high-status families with children and racialised low-status families experiencing mobility failures, our intention is to draw attention on the effect of the starting position of the migrating families on the outcomes of their cross-border mobilities through a closer reading of insightful cases. We look at the interrelations of social position or class race and mobility experiences through several empirical case studies from different regions of Hungary by examining the narratives of people belonging to very different social strata with a focus on the ‘top’ and the ‘bottom’ of the socio-economic hierarchy. We examine the transnational mobility trajectories, strategies and the reintegration of school age children from transnationally mobile families upon their return to Hungary.

Findings: Our qualitative research indicates that for returning migrants not only their available capitals in a Bourdieasian sense but also their (de)valuation by the different Hungarian schools has direct consequences on mobility-affected educational trajectories, on the individual outcomes of mobilities, and the circumstances of return and chances for reintegration.

Originality: There is little qualitative research on the effects of emigration from Hungary in recent decades. A more recent edited volume (Váradi, 2018) discusses various intersectionalities of migration such as gender, ethnicity and age. This chapter intends to advance this line of research, analysing the intersectionality of class, ethnicity and race in the context of spatial mobilities through operationalising a critical reading of the Bourdieusian capitals.

This article aims to explore the dominant normative patterns that establish the timing and order of life events, determining the desirable life strategies for working-class youth in modern Russia.

Exploring the interrelationship between new working-class studies and life-course studies, this research combines the consideration of life course as a structurally organised integrity with a phenomenological perspective on the study of life strategies. The empirical basis of research consists of a survey of 1532 young working-class representatives living in the Ural Federal District of Russia and biographical in-depth interviews with 31 of them.

The study resulted in persisting significance and values of traditional life-course structures while showing that the current social conditions do not allow for this life strategy to be fulfilled. Young workers choose adaptation and survival life strategies that restrict the realisation of their professional and cultural potential. The obtained data have confirmed the presence of some worldwide tendencies, such as the dispersion of events during transition to adulthood, a combination of schooling and full-time work and an earlier career start of working-class representatives.

The sequencing and timing of life-course events of Russian working-class youth is an original research topic. The present study proposes and substantiates the notion of the new working class and criteria for its definition.

This study examines how English teachers use culturally relevant pedagogy (CRP) to support postsecondary readiness for underrepresented students in the context of dual credit (DC) coursework in the USA. Postsecondary readiness, termed “college readiness” in the USA, refers to the skills and knowledge students need to succeed at a university. DC courses are university-level classes delivered to high school students through partnerships with postsecondary institutions, most often two-year community colleges. The purpose of this study is to highlight practices and institutional conditions that enable English instructors to foster postsecondary opportunity for all.

Using an interpretive approach, this qualitative study analyzes data derived from in-depth interviews with five community college English instructors who teach DC to diverse high-school students and who apply CRP in their classroom practice.

Findings reveal that instructors used culturally relevant approaches not only to help students access dominant college-ready skills, but also to reimagine what constitutes college readiness to begin with. Instructors also took advantage of their unique positioning as postsecondary instructors working with secondary students, leaning on academic freedom to push boundaries with their curriculum.

This study shows how English instructors are uniquely positioned to enhance university preparation and build a more inclusive vision of postsecondary readiness for all students. The study also highlights institutional conditions, such as teacher autonomy, pedagogical training and administrator support, that can promote culturally relevant postsecondary preparation in English classrooms.

Marx's formulation of the alienation problematic is grounded in a strategic set of underlying assumptions concerning the human condition. On the one hand, people are seen as the creators of their material and mental world through their labour activity. They are endowed with natural human qualities, creative powers and historically existing potentialities that are essential to human growth. People are, in essence, free, creative, productive beings of praxis in conscious control of their activities and the world they have created. But the material and mental products of human labour (e.g. commodities, ideas, social institutions) assume an autonomous life of their own. They come to rule over people as dehumanizing objects and powers, as alien and hostile forces operating independently above and against the common will of their own creators. People no longer experience themselves as active human agents in conscious control of their life circumstances. Their own productive activities, human creations, social relationships and nature at large remain alien and beyond their grasp. The realization of natural human capacities and potentialities for a genuinely human life in an alienating world of domination and oppression is consequently thwarted, repressed or denied. Alienation is construed as a universal social phenomenon that pervades all spheres of human life in the existing world.

Sociologists studying the rise of postmodernism have generally concentrated on either macro-level structures of economy or micro-level subjectivities of individuals. Few have specified how meso-level actions within concrete institutions have produced both these macro- and micro-changes. Bourdieu's concept of field provides a meso-level concept that allows sociologists to explain the transition to a postmodern society by changes in the composition and competition of producers and consumers struggling for advantage in the economy and culture. The chapter focuses on architecture, revealing that the rise of a postmodern aesthetic was the result of internal changes of this field and their complex interrelation with the external changes of an economy in transition from Fordism to post-Fordism.

Urban built-up has been increasing exponentially in the world. Urban population growth and migration are depleting the land resources and creating thermal discomfort. Cities all around the world are facing urban heat island effects and increased temperatures. This study aims to map land cover and formulate local climate zones for enhancing urban resilience against disaster and climate risks.

This study uses exploratory research to identify local climate zones for Lahore, Pakistan. Landsat 8 imagery was used to develop a land use land cover map. For mapping local climate zones, the standard World Urban and Access Portal Tool procedure was used.

Results have revealed that Lahore has grown exponentially. Compact low rise and open low rise were the two most common local climate zones prevalent in the city. In contrast, the outer regions of the city consisted of LCZ D (low plants) and LCZ F (bare soil).

This study highlights the need to consider local climate zones in future development plans and policies for ensuring sustainable, resilient and climate-friendly cities.

Local climate zone studies are missing in Pakistan. This study has empirically analyzed the ground situation of local climate zones for Lahore metropolitan city. This study will provide baseline support for future studies on urban heat island and climate change adaptation planning.

This chapter explores the trans-national and cross-regional interactions and connections that, beginning in the late eighteenth century, brought about the development of dualistic economies within and outside of Europe; and how this circuit was reconfigured after the world wars by means of decolonization, nationalism, “first” and “second” world development, and globalization. What this perspective brings into view is a horizontal rather than vertical division of the world: the synchronic and interdependent development of dynamic focal points of growth throughout the world shaped, both within and outside of Europe, by trans-local interaction and connection, as well as by local struggles and relations of dominance and subordination.

This chapter offers a few stylized observations about the middle class and its role in the fall of communist regimes in East Central Europe. I claim that successive East European modernization projects during the 20th century (intrawar, communist, and postcommunist) were essentially middle-class “revolutions from above.” They occurred in a backward region among late modernizers keenly aware of their peripheral position and were based on and carried out by the state. Both a product of the state and dependent on it, the middle class was the main actor and supporter of these modernization efforts. I also argue that the Solidarity movement in 1980/81 and the 1989 collapse of communism were the last successful middle-class revolutions. Hopes for another political rebellion against postcommunist authoritarianism may be misplaced, since the transformational potential of the East European middle class, produced by the peculiarities of communist rule, has been exhausted. Fast progressing modernization, segmentation, and fragmentation of identity of the postcommunist middle class brought about by the economic, cultural, and political integration with the West undercut its mobilizational potential and its role as an agent of political transformations. The East European middle-class revolution against communist rule can offer four basic lessons. First, the middle class is a cultural and historical not economic phenomenon. Second, it is extremely rare for the middle class to become a collective actor, the class for itself. Third, the main competitors of middle-class identity are nationalism, ethnicity and religion. Finally, postmodernity with its fluidity, uncertainty, fractured identities, fragmented lifestyles, consumption patterns, and status configuration does not provide facilitating conditions for middle-class solidarity and mobilization, making it politically feeble.

Introduction The objective of this paper is twofold: to discuss some methodological issues on the study of school‐job nexus and to provide a review of Marxism and Education and the existing state of the art of Political Economy of Education.

This chapter is about the modern, Western education system as an economic system of production on behalf of the capitalist mode of production (CMP) and globalization towards a single, global social space around market capitalism, liberal democracy and individualism.

The schooling process is above all an economic process, within which educational labour is performed, and through which the education system operates in an integrated fashion with the (external) economic system.

It is mainly through children’s compulsory educational labour that modern schooling plays a part in the production of labour power, supplies productive (paid) employment within the CMP, meets ‘corporate economic imperatives’, supports ‘the expansion of global corporate power’ and facilitates globalization.

What children receive in exchange for their appropriated and consumed labour power within the education system are not payments of the kind enjoyed by adults in the external economy, but instead merely a promise – the promise enshrined in the Western education industry paradigm.

In modern societies, young people, like chattel slaves, are compulsorily prevented from freely exchanging their labour power on the labour market while being compulsorily required to perform educational labour through a process in which their labour power is consumed and reproduced, and only at the end of which as adults they can freely (like freed slaves) enter the labour market to exchange their labour power.

This compulsory dispossession, exploitation and consumption of labour power reflects and reinforces the power distribution between children and adults in modern societies, doing so in a way resembling that between chattel slaves and their owners.