Social explanation and socialization: on Bourdieu and the structure, disposition, practice scheme
By: Nash, Roy.
Material type:
ArticlePublisher: 2003Description: p.43-62.Subject(s): Socialization | Educational psychology
In:
Sociological ReviewSummary: The standard narrative of the sociology of education accounts for the perpetuation of relative differentials in class access to education by a structure-disposition-practice scheme in which the central explanatory weight is carried by properties of socialized agents. The dominant scheme of this kind is now that inspired by Bourdieu. In this context, it is, therefore, appropriate to interrogate the competence of socialization in sociological explanations of social events and processes. The argument adopts a position of scientific and critical realism, and it is suggested that a realist sociology might find in Bourdieu's approach, notwithstanding specific theoretical and conceptual weaknesses, a framework strong enough to sustain the multilevel explanations of inequality/difference necessary in the sociology of education. - Reproduced.
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Articles
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Indian Institute of Public Administration | Volume no: 51, Issue no: 1 | Available | AR57690 |
The standard narrative of the sociology of education accounts for the perpetuation of relative differentials in class access to education by a structure-disposition-practice scheme in which the central explanatory weight is carried by properties of socialized agents. The dominant scheme of this kind is now that inspired by Bourdieu. In this context, it is, therefore, appropriate to interrogate the competence of socialization in sociological explanations of social events and processes. The argument adopts a position of scientific and critical realism, and it is suggested that a realist sociology might find in Bourdieu's approach, notwithstanding specific theoretical and conceptual weaknesses, a framework strong enough to sustain the multilevel explanations of inequality/difference necessary in the sociology of education. - Reproduced.
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