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Educational Upward Mobility: Practices of Social Changes
Antonia Kupfer
€ 66.42
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Description for Educational Upward Mobility: Practices of Social Changes
Hardcover. What enables the few working-class people who enter higher education to achieve against the odds? This book offers answers by comparing social contexts, educational institutions and policies in Austria and England to demonstrate a surprising number of similarities behind those who succeed using Bourdieu's concept of habitus. Num Pages: 193 pages, biography. BIC Classification: JFFM; JFSC; JNM. Category: (P) Professional & Vocational. Dimension: 145 x 224 x 16. Weight in Grams: 364.
What enables the few working-class people who enter higher education to achieve against the odds? This book offers answers by comparing social contexts, educational institutions and policies in Austria and England to demonstrate a surprising number of similarities behind those who succeed using Bourdieu's concept of habitus.
What enables the few working-class people who enter higher education to achieve against the odds? This book offers answers by comparing social contexts, educational institutions and policies in Austria and England to demonstrate a surprising number of similarities behind those who succeed using Bourdieu's concept of habitus.
Product Details
Format
Hardback
Publication date
2015
Publisher
Palgrave Macmillan
Condition
New
Number of Pages
184
Place of Publication
Basingstoke, United Kingdom
ISBN
9781137355300
SKU
V9781137355300
Shipping Time
Usually ships in 15 to 20 working days
Ref
99-15
About Antonia Kupfer
Antonia Kupfer is Professor of Macrosociology at the Technical University Dresden, Germany.
Reviews for Educational Upward Mobility: Practices of Social Changes
“Educational Upward Mobility by Antonia Kupfer is a thought provoking monograph of international comparative research. … Kupfer’s scholarship examines the structural dimensions which inform how working-class people become aspirational. … essential reading for scholars interested in social mobility and the formation of aspirations.” (Garth Stahl, British Journal of Educational Studies, Vol. 65 (1), 2017)