Rethinking educational strategies through Bourdieu<acute accent>s "trialectic" of space: insights from the Chilean case

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dc.contributor.authorAbufhele, Valentina
dc.contributor.authorTheodore, Rachel
dc.contributor.authorAngelcos, Nicolas
dc.contributor.authorPerez, Miguel
dc.contributor.authorMendez, Maria Luisa
dc.contributor.authorRasse, Alejandra
dc.date.accessioned2025-01-20T16:15:23Z
dc.date.available2025-01-20T16:15:23Z
dc.date.issued2024
dc.description.abstractWhile educational decisions are considered a key mediator between residential and educational segregation, the role of spatial dimensions in the construction of educational strategies has been only recently studied. This article contributes to linking urban and educational research to examine decisions about schooling, using the case of Santiago, Chile. Empirical research included focus groups with parents and students at public and semi-public schools in four neighbourhoods of Santiago. We take a particular policy conjuncture, a progressive reform of the education system called the Inclusion Law, as a window to observe how educational decisions are anchored to spatial dimensions, and how a change in the "rules of the game" challenges families' educational strategies. Using Bourdieu<acute accent>s "trialectic" of space we show that the interplay and dynamic transposition of social, physical and symbolic dimensions of space contributes to the development of three educational strategies spanning across different neighbourhoods. The article contributes to showing the differential role and value of each spatial dimension according to social class in all educational strategies. The resources that agents mobilise in the educational field are influenced by their particular positions in social space, the material conditions of the neighbourhoods they inhabit, as well as the symbolic significance they attribute to both schools and neighbourhoods. Finally, we suggest that the change in the rules of the educational game elicits resistances because the positions that agents occupy in all three spaces remain unaltered by the new regulatory framework.
dc.description.funderCOES
dc.fuente.origenWOS
dc.identifier.doi10.1080/00131911.2024.2365877
dc.identifier.eissn1465-3397
dc.identifier.issn0013-1911
dc.identifier.urihttps://doi.org/10.1080/00131911.2024.2365877
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/90492
dc.identifier.wosidWOS:001250545700001
dc.language.isoen
dc.revistaEducational review
dc.rightsacceso restringido
dc.subjectEducational strategies
dc.subjectgeography of education
dc.subjectspatial dynamics
dc.subjecttrialectic of space
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación de calidad
dc.titleRethinking educational strategies through Bourdieu<acute accent>s "trialectic" of space: insights from the Chilean case
dc.typeartículo
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
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