Educating for futures in marginalized regions: A sociological framework for rethinking and researching aspirations


Abstract
‘Raising aspirations’ for education among young people in low socioeconomic regions has become a widespread policy prescription for increasing human capital investment and economic competitiveness in so-called ‘knowledge economies’. However, policy tends not to address difficult social, cultural, economic and political conditions for aspiring, based in structural changes associated with globalization. Drawing conceptually on the works of Pierre Bourdieu, Raymond Williams, Arjun Appadurai and authors in the Funds of Knowledge tradition, this article theorizes two logics for aspiring that are recognizable in research with young people and families: a doxic logic, grounded in populist–ideological mediations; and a habituated logic, grounded in biographic–historical legacies and embodied as habitus. A less tangible third ‘logic’ is also theorized: emergent senses of future potential, grounded in lived cultures, which hold possibility for imagining and pursuing alternative futures. The article offers a sociological framework for understanding aspirations as complex social–cultural phenomena, and for capacitating emergent and hopeful aspirations through school- and community-based research and dialogue.
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Reprint years 2015
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DOI 10.1080/00131857.2013.839376
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References found in this work BETA

A Brief History of Neoliberalism.David Harvey - 2007 - Oxford University Press.
Marxism and Literature.Raymond Williams - 1978 - Philosophical Review 87 (4):642-644.

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Citations of this work BETA

Conjuring Optimism in Dark Times: Education, Affect and Human Capital.Sam Sellar & Lew Zipin - 2018 - Educational Philosophy and Theory 51 (6):572-586.
Clinging to Hope Through Education: The Consequences of Hope for Rural Laborers in Telangana, India.Tanya Jakimow - 2016 - Ethos: Journal of the Society for Psychological Anthropology 44 (1):11-31.

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