Theorising Catholic education: the relevance of Bourdieu and Bernstein for empirical research

Byrne, Richard; Devine, Dympna

doi:10.1080/19422539.2017.1286908

Cited by 6 publications

(3 citation statements)

References 22 publications

(33 reference statements)

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Section: Responsibilisation and Educational Choicementioning

confidence: 99%

“…For more than two decades, much of the work that explores education choice has looked at schools from a sociological perspective (Ball, Bowe & Gerwitz, 1996;Reay, 1998;Ball, Davis, David & Reay, 2002;Thompson, 2018), frequently using Bourdieu's theoretical approaches (Ball, Bowe & Gerwitz, 1996;Reay, 1998;James, 2015;Byrne & Devine, 2017), or Bourdieusian scholarship (Lareau, 2000). Many examine the growth of the non-government school sector, frequently citing social class and valued cultural capital as a means of explaining schooling choices (Byrne & Devine, 2017). These studies argue that education is 'women's work' in which women are relied upon to provide early childhood education to prepare children for school and, when there, to supplement their children's school education with enriching activities, assistance with, and to manage homework, social engagements and co-curricular tasks (Lareau, 1987;2002;Griffiths & Smith, 2005).…”

Section: Responsibilisation and Educational Choicementioning

confidence: 99%

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Getting a risk-free trial during COVID: Accidental and deliberate home educators, responsibilisation and the growing population of children being educated outside of school

English

2021

Journal of Pedagogy

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Numbers coming out of education departments in Australia suggest that, even though most Australian schools are open, and families are able to send their children to them, increasing numbers of parents are deciding to keep their children at home for their education (Queensland Government: Department of Education, 2020). It may be that, as the president of Australia’s home education representative body stated during the pandemic, Covid school closures offered a “risk-free trial” of home education (Lever, 2020) by providing an a-posteriori experience of education outside of schools. Building on the Covid experiences, this paper suggests that ‘accidentally falling into’ home education may be significant in understanding parents’ home education choices. Using numbers of home educators from Australia, and the associated data on their location and ages, this paper argues responsibilisation (see Doherty & Dooley, 2018) provides a suitable lens to examine how parents may decide, after an a-posteriori experience such as Covid school closures and previous, often negative, experiences of schooling, to home educate in the medium to long term. This paper proposes that increasing numbers of home educators will be seen in various jurisdictions where families perceive themselves responsibilised to home educate due to Covid as an a-posteriori experiences of home education. The paper proposes these families are ‘accidental’ home educators (English, 2021). By contrast, much more stable is the ‘deliberate’ home education population, those whose choices are based in a-priori beliefs about schooling. The paper proposes that the accidental home education category may be better able to explain the growing numbers of home educators in Australia and across the world, providing a means for governments to respond to the needs of this cohort, and the policies required to manage this population.

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Section: Responsibilisation and Educational Choicementioning

confidence: 99%

Section: Responsibilisation and Educational Choicementioning

confidence: 99%

Getting a risk-free trial during COVID: Accidental and deliberate home educators, responsibilisation and the growing population of children being educated outside of school

English

2021

Journal of Pedagogy

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“…Where monitoring or inspection does not occur, Catholic schools can drift from mission (Byrne and Devine 2017). To answer the critical question, "Is this a Catholic school according to the mind of the Church?…”

Section: The Handbook States the Evaluation Should Recognise The Strengths Of A School's Religious Education Programme And View Any Shortmentioning

confidence: 99%

Identity, Ambiguity, and Professionalism: Dilemmas for the Diocesan Advisor in the Republic of Ireland

Sexton

McCormack

2021

Religions

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A deficit in empirical studies regarding the role of the Diocesan Advisor at second-level schools in the Republic of Ireland prompted research in this area. The findings of a study carried out by the authors are outlined in this article. Perspectives of 19 Diocesan Advisors were gathered qualitatively. The concept of “visible” and “invisible” maps provided a framework. In Ireland, State inspection relies on visible mapping of inspection processes that are accessible to all stakeholders. The Diocesan Advisor, on behalf of the bishop, uses invisible maps, observing how the school is living out its Catholic remit and how religious education is carried out within the curriculum. The study identified that the role is under-resourced and lacks clarity, resulting in a widespread deficiency in the monitoring of Catholic schools’ identity and the non-examinable religious education currently on the curriculum. The study further revealed an uncertain future for the role of the Diocesan Advisor in a changing landscape. A discussion on the implications of the findings is included, and possible options for the role in the future are explored.

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Ethos within the British boarding school: A small‐scale analysis of the ‘Head's Welcome’ as an act of legitimation

Round

2024

British Educational Res J

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The term ethos is common within schools, describing culture and ‘feel’ of the institution. Ethos is also a contested term, and one that becomes more problematic the more one tries to understand it. Because ethos is founded within philosophical, structural and geographical aspects of the community and associated power balances, it is argued here that it provides an opportunity to study one aspect of the Bordieuan field of power, more specifically doxa. This paper posits that it may be beneficial to consider the term ethos through the lens of doxa, specifically when considering elite schools, and that doing so helps to further link the research into elite English boarding school ethos and discussions surrounding power, inculcation, authority, elitism and class within such schools. An analysis of the Head's Welcome from the websites of English independent boarding schools was undertaken, which identified both institutional and sector‐wide doxa, which were used to construct descriptive pictures of legitimation.

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Theorising Catholic education: the relevance of Bourdieu and Bernstein for empirical research

Cited by 6 publications

References 22 publications

Getting a risk-free trial during COVID: Accidental and deliberate home educators, responsibilisation and the growing population of children being educated outside of school

Getting a risk-free trial during COVID: Accidental and deliberate home educators, responsibilisation and the growing population of children being educated outside of school

Identity, Ambiguity, and Professionalism: Dilemmas for the Diocesan Advisor in the Republic of Ireland

Ethos within the British boarding school: A small‐scale analysis of the ‘Head's Welcome’ as an act of legitimation

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