In the corner of working-class boys: Relational approaches and the re-orientating of habitus

Erik Cownie; Susan Morgan; Brian Murphy; Emily Stanton

doi:10.1016/j.ijer.2023.102238

In the corner of working-class boys: Relational approaches and the re-orientating of habitus

Erik Cownie
, Susan Morgan
, Brian Murphy
, Emily Stanton

Research output: Contribution to journal › Article › peer-review

4 Citations (Scopus)

366 Downloads (Pure)

Abstract

The academic disengagement of working-class boys features regularly in sociology of education research which frequently highlights how their classed and gendered identities often serve as a barrier to their academic success. The salience of this issue is elevated in the current climate of social change which has renewed debates around gender identities.
Analysing case study data from a Northern Ireland-based study, we draw on Bourdieu’s theoretical construct of habitus to examine how school-community youth work collaboration encompassing relational approaches can be leveraged to foster better learning experiences and outcomes for such boys; and how their habitus can be reorientated toward a pro-school agenda by resultant changes in the field within which their learning occurs.

Original language	English
Article number	102238
Journal	International Journal of Educational Research
Volume	122
Early online date	15 Sept 2023
DOIs	https://doi.org/10.1016/j.ijer.2023.102238
Publication status	Published online - 15 Sept 2023

Bibliographical note

Funding Information:
TBS1 was a five-year longitudinal study (2006–2011) carried out by The Centre for Young Men's Studies at the University of Ulster and funded by the NI Department of Education and the NI Department of Justic e. TBS2 is an ongoing research project funded by Ulster University's Department of Widening Access and Participation .

Funding Information:
TBS1 was a five-year longitudinal study (2006–2011) carried out by The Centre for Young Men's Studies at the University of Ulster and funded by the NI Department of Education and the NI Department of Justice. TBS2 is an ongoing research project funded by Ulster University's Department of Widening Access and Participation.

Publisher Copyright:
© 2023 The Author(s)

Funding

Funding Information: TBS1 was a five-year longitudinal study (2006–2011) carried out by The Centre for Young Men's Studies at the University of Ulster and funded by the NI Department of Education and the NI Department of Justic e. TBS2 is an ongoing research project funded by Ulster University's Department of Widening Access and Participation . Funding Information: TBS1 was a five-year longitudinal study (2006–2011) carried out by The Centre for Young Men's Studies at the University of Ulster and funded by the NI Department of Education and the NI Department of Justice. TBS2 is an ongoing research project funded by Ulster University's Department of Widening Access and Participation. Publisher Copyright: © 2023 The Author(s)

Keywords

working-class boys
relational approaches
youth work
habitus

Access to Document

10.1016/j.ijer.2023.102238

1-s2.0-S0883035523001027-mainFinal published version, 1.57 MBLicence: CC BY

Cite this

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title = "In the corner of working-class boys: Relational approaches and the re-orientating of habitus",

abstract = "The academic disengagement of working-class boys features regularly in sociology of education research which frequently highlights how their classed and gendered identities often serve as a barrier to their academic success. The salience of this issue is elevated in the current climate of social change which has renewed debates around gender identities. Analysing case study data from a Northern Ireland-based study, we draw on Bourdieu{\textquoteright}s theoretical construct of habitus to examine how school-community youth work collaboration encompassing relational approaches can be leveraged to foster better learning experiences and outcomes for such boys; and how their habitus can be reorientated toward a pro-school agenda by resultant changes in the field within which their learning occurs. ",

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AU - Murphy, Brian

AU - Stanton, Emily

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AB - The academic disengagement of working-class boys features regularly in sociology of education research which frequently highlights how their classed and gendered identities often serve as a barrier to their academic success. The salience of this issue is elevated in the current climate of social change which has renewed debates around gender identities. Analysing case study data from a Northern Ireland-based study, we draw on Bourdieu’s theoretical construct of habitus to examine how school-community youth work collaboration encompassing relational approaches can be leveraged to foster better learning experiences and outcomes for such boys; and how their habitus can be reorientated toward a pro-school agenda by resultant changes in the field within which their learning occurs.

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In the corner of working-class boys: Relational approaches and the re-orientating of habitus

Abstract

Bibliographical note

Funding

Keywords

Access to Document

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