| Description |
1 online resource |
| Contents |
Intro; Acknowledgments; Table of Contents; List of Tables; 1. Introduction; 1.1 Educational Inequality and the Single-School Study; 1.2 What is Educational Inequality?; 1.3 The Logic of Educational Inequality; 2. Major Dimensions of Educational Inequality in Turkey; 2.1. Overview: The Turkish Education System; 2.2. Major Dimensions of Educational Inequality in Compulsory Education; 2.2.1. Economic Inequality; 2.2.2. Gender Inequality; 2.2.3. Regional Inequality; 2.2.4. Spatial Segregation within Cities; 2.3 Summary; 3. Conceptualizing Educational Inequality: A Relational Approach |
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3.1 Approaches to Educational Inequality in the Sociology of Education3.2 A Relational Approach to Inequality; 3.2.1 The Relational Approach in Sociology; 3.2.2 Inequality Based on Mechanisms: Charles Tilly; 3.2.3 Inequality Based on Field: Pierre Bourdieu; 3.2.4 Synopsis: Combining the Relational Approaches of Tilly and Bourdieu; 3.3 Relational Characteristics of Educational Inequality; 3.3.1 Relativity; 3.3.2 Cumulativeness; 3.3.3 Being an Organized Practice; 3.3.3.1 School Organization within the Educational Field; 3.3.3.2 School Organization as a Field; 3.4 Summary |
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4. Methodology and Field Research4.1 The Documentary Method for Studying Educational Inequality; 4.2 Field Research, Data and Narrative Interviews; 4.2.1 The School Environment; 4.2.2 The School; 4.2.3 The Field Research; 4.2.4 The Data, Data Collection Process and Tools; 4.3 Documentary Analysis; 4.3.1 Access to Practical Knowledge; 4.3.2 Documentary Interpretation of Narrative Interviews; 4.4 Typification and Multi-Level Analysis in Educational Inequality Context; 4.4.1. Socio-Genetic Typification of the Students' Experiences of Educational Inequality |
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4.4.2 Teachers' Organizational Milieu and the Common Logic of Unequal Treatment4.4.3 School Organization and Inequality-Generating Mechanisms; 5. A Typology of CS Student Milieus in the Context of Educational Inequality; 5.1. Short-Term Educational Participation Basic Type; 5.1.1 Experiencing Educational Inequality as a Family-School Incompatibility; 5.1.2 Experiencing Educational Inequality as a Self-School Incompatibility; 5.1.3 Summary: Short-Term Educational Participation Basic Type; 5.2 Long-Term Educational Participation Basic Type |
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5.2.1 Experiencing Educational Inequality as a Lifestyle Choice5.2.2 Experiencing Educational Inequality as a Right to Be Privileged; 5.2.3 Summary: Long-Term Educational Participation Basic Type; 5.3. Emergence of Socio-Organizational Milieus under Inequality Relations; 5.3.1 The Typology of CS's Socio-Organizational Student Milieus; 5.3.2 Common School Experiences and Orientations of the Students; 5.3.3 Meaning of the School's Socio-Organizational Student Milieus beyond the School; 6. Common Teacher Practices in CS in the Context of Educational Inequality; 6.1 Four Teacher Cases |
| Summary |
In her research R. Nazlı Somel focuses on the topic of educational inequality, both from a theoretical perspective and through an empirical analysis. After a review of prominent approaches to educational inequality and their criticism, she offers a novel strategy to study the issue based on Relational Sociology and using the relational approaches of Charles Tilly and Pierre Bourdieu. Three relational characteristics of educational inequality are identified that are its relativity, cumulativeness, and being an organized practice. The author then applies this relational perspective to an in-depth study on an Istanbul primary school, analyses students, teachers and school organization in relation to each other and to Turkish education system and society. Contents : Educational Inequality and the Single-School Study ; Major Dimensions of Educational Inequality in Turkey ; Conceptualizing Educational Inequality: A Relational Approach ; A Typology of Student Milieus ; Common Teacher Practices ; The School Organization and its Educational Inequality Mechanisms Target Groups ; Scholars and students of sociology and sociology of education ; Teachers, education activists, as well as education policy authorities The Author Dr. R. Nazlı Somel completed her dissertation thesis at humanities and social sciences faculty at Helmut Schmidt University Hamburg in 2019. Her research focus is on educational inequality, education and social change, history and politics of modern education |
| Notes |
"Dissertation at Helmut Schmidt University, Hamburg, 2019"--Title page verso |
| Bibliography |
Includes bibliographical references |
| Notes |
Online resource; title from digital title page (viewed on June 24, 2019) |
| Subject |
Educational equalization -- Turkey -- Istanbul
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Educational equalization
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Turkey -- Istanbul
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| Genre/Form |
Electronic books
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dissertations.
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Academic theses
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Academic theses.
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Thèses et écrits académiques.
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| Form |
Electronic book
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| ISBN |
9783658266158 |
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3658266155 |
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