EUGENIA KATARTZI Eugenia.Katartzi@nottingham.ac.uk
Assistant Professor in Education and / or Teacher Development
Conceptualising transitions from vocational to higher education: bringing together Bourdieu and Bernstein
Katartzi, Eugenia; Hayward, Geoff
Authors
Geoff Hayward
Abstract
In this paper we provide a framework for conceptualising transitions from Vocational Education and Training (VET) programmes to Higher Education (HE), by bringing together Bourdieu’s and Bernstein’s theoretical approaches with the view to attend to the often side-lined epistemic and pedagogical parameters. We utilise the Bourdieusian tools of field, habitus and capital to capture the relational, material and cultural aspects of HE transitions. In using a Bernsteinian lens we shed further light into how social agents acquire differentially structured and valorised knowledges and develop a sense of themselves as hierarchically positioned knowers. The metaphor of transitional frictions is utilised to capture the ongoing struggles that students with a VET background experience as they make the transition to HE. We argue for the need of widening epistemic access and putting in place enabling pedagogies that can ease these transitional frictions, thereby potentially increasing the chances of successful HE participation and completion.
Citation
Katartzi, E., & Hayward, G. (2020). Conceptualising transitions from vocational to higher education: bringing together Bourdieu and Bernstein. British Journal of Sociology of Education, 41(3), 299-314. https://doi.org/10.1080/01425692.2019.1707065
Journal Article Type | Article |
---|---|
Acceptance Date | Dec 16, 2019 |
Online Publication Date | Dec 30, 2019 |
Publication Date | Apr 2, 2020 |
Deposit Date | Oct 21, 2020 |
Journal | British Journal of Sociology of Education |
Print ISSN | 0142-5692 |
Electronic ISSN | 1465-3346 |
Publisher | Routledge |
Peer Reviewed | Peer Reviewed |
Volume | 41 |
Issue | 3 |
Pages | 299-314 |
DOI | https://doi.org/10.1080/01425692.2019.1707065 |
Keywords | Sociology and Political Science; Education |
Public URL | https://nottingham-repository.worktribe.com/output/4981744 |
Publisher URL | https://www.tandfonline.com/doi/full/10.1080/01425692.2019.1707065 |
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