View in EDS HTML Full Text PDF Full Text

Rethinking educational strategies through Bourdieu´s "trialectic" of space: insights from the Chilean case.

Saved in:
Bibliographic Details
Title: Rethinking educational strategies through Bourdieu´s "trialectic" of space: insights from the Chilean case.
Authors: Abufhele, Valentina (AUTHOR), Théodore, Rachel (AUTHOR), Angelcos, Nicolas (AUTHOR), Pérez, Miguel (AUTHOR), Méndez, María Luisa (AUTHOR), Rasse, Alejandra (AUTHOR)
Source: Educational Review. Feb2025, Vol. 77 Issue 2, p536-561. 26p.
Subjects: Educational planning, Social status, Residential segregation, Educational change, Geography education
Abstract: While educational decisions are considered a key mediator between residential and educational segregation, the role of spatial dimensions in the construction of educational strategies has been only recently studied. This article contributes to linking urban and educational research to examine decisions about schooling, using the case of Santiago, Chile. Empirical research included focus groups with parents and students at public and semi-public schools in four neighbourhoods of Santiago. We take a particular policy conjuncture, a progressive reform of the education system called the Inclusion Law, as a window to observe how educational decisions are anchored to spatial dimensions, and how a change in the "rules of the game" challenges families' educational strategies. Using Bourdieu´s "trialectic" of space we show that the interplay and dynamic transposition of social, physical and symbolic dimensions of space contributes to the development of three educational strategies spanning across different neighbourhoods. The article contributes to showing the differential role and value of each spatial dimension according to social class in all educational strategies. The resources that agents mobilise in the educational field are influenced by their particular positions in social space, the material conditions of the neighbourhoods they inhabit, as well as the symbolic significance they attribute to both schools and neighbourhoods. Finally, we suggest that the change in the rules of the educational game elicits resistances because the positions that agents occupy in all three spaces remain unaltered by the new regulatory framework. [ABSTRACT FROM AUTHOR]
Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 183029933
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Rethinking educational strategies through Bourdieu´s "trialectic" of space: insights from the Chilean case.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Abufhele%2C+Valentina%22">Abufhele, Valentina</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Théodore%2C+Rachel%22">Théodore, Rachel</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Angelcos%2C+Nicolas%22">Angelcos, Nicolas</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pérez%2C+Miguel%22">Pérez, Miguel</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Méndez%2C+María+Luisa%22">Méndez, María Luisa</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rasse%2C+Alejandra%22">Rasse, Alejandra</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Educational+Review%22">Educational Review</searchLink>. Feb2025, Vol. 77 Issue 2, p536-561. 26p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Educational+planning%22">Educational planning</searchLink><br /><searchLink fieldCode="DE" term="%22Social+status%22">Social status</searchLink><br /><searchLink fieldCode="DE" term="%22Residential+segregation%22">Residential segregation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br /><searchLink fieldCode="DE" term="%22Geography+education%22">Geography education</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: While educational decisions are considered a key mediator between residential and educational segregation, the role of spatial dimensions in the construction of educational strategies has been only recently studied. This article contributes to linking urban and educational research to examine decisions about schooling, using the case of Santiago, Chile. Empirical research included focus groups with parents and students at public and semi-public schools in four neighbourhoods of Santiago. We take a particular policy conjuncture, a progressive reform of the education system called the Inclusion Law, as a window to observe how educational decisions are anchored to spatial dimensions, and how a change in the "rules of the game" challenges families' educational strategies. Using Bourdieu´s "trialectic" of space we show that the interplay and dynamic transposition of social, physical and symbolic dimensions of space contributes to the development of three educational strategies spanning across different neighbourhoods. The article contributes to showing the differential role and value of each spatial dimension according to social class in all educational strategies. The resources that agents mobilise in the educational field are influenced by their particular positions in social space, the material conditions of the neighbourhoods they inhabit, as well as the symbolic significance they attribute to both schools and neighbourhoods. Finally, we suggest that the change in the rules of the educational game elicits resistances because the positions that agents occupy in all three spaces remain unaltered by the new regulatory framework. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=183029933
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/00131911.2024.2365877
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
        StartPage: 536
    Subjects:
      – SubjectFull: Educational planning
        Type: general
      – SubjectFull: Social status
        Type: general
      – SubjectFull: Residential segregation
        Type: general
      – SubjectFull: Educational change
        Type: general
      – SubjectFull: Geography education
        Type: general
    Titles:
      – TitleFull: Rethinking educational strategies through Bourdieu´s "trialectic" of space: insights from the Chilean case.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Abufhele, Valentina
      – PersonEntity:
          Name:
            NameFull: Théodore, Rachel
      – PersonEntity:
          Name:
            NameFull: Angelcos, Nicolas
      – PersonEntity:
          Name:
            NameFull: Pérez, Miguel
      – PersonEntity:
          Name:
            NameFull: Méndez, María Luisa
      – PersonEntity:
          Name:
            NameFull: Rasse, Alejandra
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Text: Feb2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 00131911
          Numbering:
            – Type: volume
              Value: 77
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Educational Review
              Type: main
ResultId 1