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Teachers and habitus: the contribution of teachers’ action to the reproduction of social inequality in school education

Repositori DSpace/Manakin

dc.contributor.author	Lange Vester, Andrea	es
dc.date.accessioned	2023-10-11T08:04:39Z
dc.date.available	2023-10-11T08:04:39Z
dc.date.issued	2012	es
dc.identifier.citation	Lange Vester, A. (2012). Teachers and habitus: The contribution of teachers’ action to the reproduction of social inequality in school education. Revista De Sociología De La Educación-RASE, 5(3), 455-476	es
dc.identifier.uri	https://hdl.handle.net/10550/90184
dc.description.abstract	This article describes the relationship between educational and social inequality. Thes tarting point is the typological field of teacher habitus. It starts from the assumption that teachers contribute to social inequality in school everyday life, even if it is an unconscious process. Similarly, their own backgrounds help develop different pedagogical principles. From these assumptions, the article shows the results of an investigation about German teachers’ pattern of action and highlights the need for further research in this direction	en
dc.title	Teachers and habitus: the contribution of teachers’ action to the reproduction of social inequality in school education	es
dc.type	journal article	es_ES
dc.subject.unesco	UNESCO:SOCIOLOGÍA	es
dc.type.hasVersion	VoR	es_ES
dc.identifier.url	https://dialnet.unirioja.es/servlet/extart?codigo=5144583	es