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Can Habitus be Traced using Phenomenography?
Stockholm University, Faculty of Science, Department of Education in Arts and Professions.
2010 (English)Conference paper (Refereed)
Abstract [en]

From basic observations of social reproduction in education and an evolving understanding of the explicit and implicit impact of parents’ working conditions on the family’s life conditions, to the all-embracing concept of habitus - could it be possible to gain even more knowledge about how this process actually works out in the classroom, and develop better ways to handle  it? In this paper Phenomenography and Habitus, Marton and Bourdieu, will be juxtaposed. Their academic context, purpose, perspective and so on, will be compared to figure out if Habitus could be described, at least partially, by the use of phenomenographic studies.

To illustrate the argumentation an empirical example of students’ approaches to individual school work is presented (Österlind, 1998, 2009). The study consists of a phenomenographic analysis, combined with data on social background and interpreted in a sociocultural framework with habitus as the central concept.

Place, publisher, year, edition, pages
National Category
Educational Sciences
URN: urn:nbn:se:su:diva-55680OAI: diva2:405991
ECER, August 25-27 in Helsinki, Finland.
Available from: 2011-03-24 Created: 2011-03-24 Last updated: 2012-09-24Bibliographically approved

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Österlind, Eva
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