05 SES 15 A, Preventing and Reducing Educational Risks during the COVID-19 Pandemic
Previous research shows that the lockdown of schools due to the Covid-19 pandemic increased the already existing inequalities in education, but little is known about the processes underlying these outcomes. In this study we used Bourdieu’s concepts of field and capital to explore how interactions between teachers’ expectations of parents and parents’ availability of cultural, social and economic resources could influence educational inequalities in the context of distance education. The analysis is based on 24 qualitative interviews with parents from different social backgrounds, teachers and school coordinators, sampled from an inner-city primary school in Flanders (Belgium). The results indicate that teachers continue to have standardized expectations of the proper role that parents should perform in distance education, which were difficult for some families to meet due their availability of cultural and economic capital. However, this study suggests that teachers’ exposure to familial issues in the field of ‘in-school learning’ can result in teachers adapting their expectations and responses so that they are more likely to respond to the needs of parents and students in the field of distance education.
Andrew, A., Cattan, S., Costa Dias, M., Farquharson, C., Kraftman, L., Krutikova, S., Phimister, A., & Sevilla, A. (2020). Inequalities in Children’s Experiences of Home Learning during the COVID-19 Lockdown in England*. Fiscal Studies, 41(3), 653–683. https://doi.org/10.1111/1475-5890.12240 Bol, T. (2020). Inequality in homeschooling during the Corona crisis in the Netherlands. First results from the LISS Panel. https://doi.org/10.31235/osf.io/hf32q Bourdieu, P. (1984). Distinction: a social critique of the judgement of taste. Routledge & Kegan Paul. https://doi.org/10.4324/9781315775357 Bourdieu, P. (1986). The forms of capital. The Sociology of Economic Life, Third Edition, 78–92. https://doi.org/10.4324/9780429494338 Dimaggio, P. (1982). Cultural Capital and School Success : The Impact of Status Culture Participation on the Grades of U.S. High School Students. American Sociological Review, 47(2), 189–201. Evans, R., & Kay, T. (2008). How environmentalists “greened” trade policy: Strategic action and the architecture of field overlap. American Sociological Review, 73(6), 970–991. https://doi.org/10.1177/000312240807300605 Lareau, A., & Weininger, E. B. (2003). Cultural capital in educational research: A critical assessment. Theory and Society, 32(5–6), 567–606. https://doi.org/10.1023/B:RYSO.0000004951.04408.b0
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
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