2026-06-12
13:02 |
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26 p, 813.6 KB |
Roots and leaves : rethinking the relationship between habitus and identity
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Manzano Moliner, Martí (Universitat de Barcelona) ;
Tarabini-Castellani, Aina (Universitat Autònoma de Barcelona) ;
Gil Morales, Sara (Universitat Autònoma de Barcelona)
This article addresses the longstanding but under-theorised relationship between habitus and identity in the sociology of education. While both concepts are central to analyses of inequality, they are often conflated, treated in isolation, or left conceptually unresolved. [...]
This article addresses the longstanding but under-theorised relationship between habitus and identity in the sociology of education. While both concepts are central to analyses of inequality, they are often conflated, treated in isolation, or left conceptually unresolved. [...]
2026 -  10.1080/01425692.2026.2681654
British journal of sociology of education, 2026, p. 1-17
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2026-05-13
16:13 |
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19 p, 561.8 KB |
Vocational narratives : how students make sense of their educational choices
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Tarabini-Castellani, Aina (Universitat Autònoma de Barcelona. Departament de Sociologia) ;
Rujas Martínez-Novillo, Javier (Universidad Autónoma de Madrid) ;
Gil Morales, Sara (Universitat Autònoma de Barcelona. Departament de Sociologia) ;
Universitat Autònoma de Barcelona.
Grup de Recerca Globalització, Educació i Politiques Socials
This article explores how young people use vocational narratives to make sense of their Post16 educational choices. Based on 97 qualitative interviews with students from Barcelona and Madrid, the analysis examines the vocabularies of motive - such as personal fit, passion, interest, ability and future projection - that students use to legitimise their choices, revealing the symbolic hierarchies shaping these accounts. [...]
SAGE, 2026 - https://doi.org/10.1177/00380385261434874
Sociology
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2026-03-26
18:12 |
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2025-11-14
08:17 |
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2024-04-23
06:32 |
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2024-04-23
06:32 |
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2024-02-09
05:43 |
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24 p, 434.1 KB |
Can educational engagement prevent Early School Leaving? Unpacking the school's effect on educational success
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Tarabini-Castellani, Aina (Universitat Autònoma de Barcelona. Departament de Sociologia) ;
Curran, Marta (Universitat Autònoma de Barcelona. Departament de Sociologia) ;
Parcerisa, Lluís (Universitat Autònoma de Barcelona. Departament de Sociologia) ;
Montes Ruiz, Alejandro (Universitat Autònoma de Barcelona. Departament de Sociologia) ;
Universitat Autònoma de Barcelona.
Grup de Recerca Globalització, Educació i Politiques Socials
There is growing evidence that school engagement, or more specifically disengagement, is a key indicator for predicting Early School Leaving. The aim of this article is to explore the impact of secondary schools in student (dis)engagement and subsequent opportunities to succeed in school. [...]
2019 - 10.1080/03055698.2018.1446327
Educational Studies, Vol. 45 Núm. 2 (2019) , p. 226-241
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2022-05-25
20:21 |
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295 p, 2.0 MB |
La concertada a debat : reformes contra les desigualtats educatives des d'una mirada internacional i comparada
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Zancajo, Adrián (Universiy of Manchester) ;
Verger, Antoni (Universitat Autònoma de Barcelona) ;
Fontdevila, Clara (University of Glasgow) ;
Fundació Jaume Bofill
L'educació concertada va ser instaurada fa gairebé quaranta anys, un període en què Catalunya s'ha situat entre els set països de l'OCDE amb un pes més elevat de matrícula a escoles privades dependents de fons públics, per darrere dels Països Baixos, el Regne Unit, Irlanda, Bèlgica, Xile i Corea. [...]
Barcelona : Fundació Jaume Bofill, setembre 2021 (Polítiques (Fundació Jaume Bofill) ; 90)
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2022-01-12
10:50 |
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15 p, 2.3 MB |
Opting out of neighbourhood schools : the role of local education markets in student mobility
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Scandurra, Rosario Ivano (Universitat Autònoma de Barcelona. Departament de Sociologia) ;
Zancajo, Adrián (University of Manchester. Manchester Institute of Education) ;
Bonal, Xavier (Universitat Autònoma de Barcelona. Departament de Sociologia) ;
Universitat Autònoma de Barcelona.
Grup de Recerca Globalització, Educació i Politiques Socials
Open enrolment policies assume that students living in disadvantaged areas can access better schools outside their neighbourhood. However, characteristics of individuals, quality of schooling and neighbourhood characteristics interact in very complex ways to produce heterogeneous patterns of school choice in local educational markets. [...]
2021 - 10.1002/psp.2542
Population, space and place, Vol. 28, núm. 5 (July 2022) , p. e2542
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2021-03-04
11:15 |
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