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You searched for subject:(aspirational capital). Showing records 1 – 3 of 3 total matches.

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University of Alberta

1. Yochim, Lorin Geoffrey. Navigating the Aspirational City: Orders of Worth, Urban Renovation, and Educational Culture in Post-Socialist Urban China.

Degree: PhD, Department of Educational Policy Studies, 2014, University of Alberta

In this dissertation I present an account of the educational culture of a single city in north-central China. I use ethnographic methods to explore the perspectives of middle class parents on the meaning and purpose of “education” and the educational activities in which they engage. As this is also a critical ethnography, I respect the specificity and complexity of the beliefs, experiences, and practices of these parents, but remain cognizant of the relations that bind present to past, personal to cultural, and local to national and global. I compile a history of Revolutionary “orders of worth” culminating in the “aspirational cité,” a comprehensive set of evaluative standards that define the “human capital” conditions of possibility of a developed modern economy. I also describe a set of policies and practices known as san nian da bianyang by which the whole of Shijiazhuang is being demolished, re-built, and re-ordered. I reconstruct how the aspirational cité and the built environment of Shijiazhuang have come together at a particular moment in time, and the ways in which this configuration articulates with the educational ideas and practices of Shijiazhuang’s emerging middle class. I find that new Chinese cities house a middle class disposed to collect and activate stocks of economic, social, and cultural capital. They do so in a collection of pedagogical spaces within which the kinds of subjects imagined in the aspirational cité are subject to myriad forms of pedagogic action. This project is shifting the subjectivity of middle class pledges, embedded within the resurgent institution of the family, toward conspicuous consumption, social differentiation, family-level “individualization,” and “projects of the self.” Yet it has also sowed the seeds of its own destruction. Instead of contributing newly accumulated cultural capital to the task of nation building, many of these “new Chinese” focus on personal gain and even abandon the nation in whole or in part.

Subjects/Keywords: critical geography; post-Mao China; urbanization; epistemic reflexivity; aspirational cite; Hebei; pedagogy of everyday life; urban renovation; aspirational habitus; revolutionary education; aspirational city; great proletarian cultural revolution; capital conversion; educational culture; cultural capital; orders of worth; critical ethnography; family education; Mainland China; Shijiazhuang; jianfu

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Yochim, L. G. (2014). Navigating the Aspirational City: Orders of Worth, Urban Renovation, and Educational Culture in Post-Socialist Urban China. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/gx41mm39x

Chicago Manual of Style (16th Edition):

Yochim, Lorin Geoffrey. “Navigating the Aspirational City: Orders of Worth, Urban Renovation, and Educational Culture in Post-Socialist Urban China.” 2014. Doctoral Dissertation, University of Alberta. Accessed October 15, 2019. https://era.library.ualberta.ca/files/gx41mm39x.

MLA Handbook (7th Edition):

Yochim, Lorin Geoffrey. “Navigating the Aspirational City: Orders of Worth, Urban Renovation, and Educational Culture in Post-Socialist Urban China.” 2014. Web. 15 Oct 2019.

Vancouver:

Yochim LG. Navigating the Aspirational City: Orders of Worth, Urban Renovation, and Educational Culture in Post-Socialist Urban China. [Internet] [Doctoral dissertation]. University of Alberta; 2014. [cited 2019 Oct 15]. Available from: https://era.library.ualberta.ca/files/gx41mm39x.

Council of Science Editors:

Yochim LG. Navigating the Aspirational City: Orders of Worth, Urban Renovation, and Educational Culture in Post-Socialist Urban China. [Doctoral Dissertation]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/gx41mm39x


University of Washington

2. Salvador, Jessica Elizabeth. A Qualitative Study of How First-Generation [email protected]/[email protected] Students Experience Access and Engagement in Undergraduate Research.

Degree: PhD, 2015, University of Washington

[email protected]/[email protected] students are underrepresented in higher education and even fewer are accessing and completing graduate degrees. In order to continue on the doctoral pathway, students must have accessed services that will enhance their learning and help them define their goals during the undergraduate experience. Experiential opportunities such as undergraduate research have been identified as high-impact practices that extend undergraduate students’ learning and help them define their goals within their academic field and increase their awareness and knowledge about continuation onto graduate and professional schools. Prior studies have found these opportunities to be especially important for students from under-represented populations in higher education who would not know of future academic possibilities or see themselves in graduate or professional schools. This study explored seven first generation [email protected]/[email protected] undergraduate students accessed and engaged in undergraduate research. This qualitative multiple case study draws from higher education, sociology, and information behavior literature. Findings convey that institutional actors enacted empowerment agent roles by reaching out to students to provide long-term guidance, encouragement to pursue research by reinforcing the value of research, encouraging students to identify with the domain of research, and supporting students in cultivating relationships with other institutional actors. Findings also found that information grounds ranged from informal and student-centered spaces, to community cultural spaces, and structured support programs. Further, once students engaged in research, research was a space that served as a “safe space” for students. The research space helped nurture students’ sense of self-efficacy, aspirations, personal agency in learning, and it validated the intersectionality of their multiple identities. Advisors/Committee Members: Knapp, Michael S (advisor).

Subjects/Keywords: Chicana/o-Latino/a Students; First-generation; information grounds; social; navigational; aspirational capital; undergraduate research; Higher education; education - seattle

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Salvador, J. E. (2015). A Qualitative Study of How First-Generation [email protected]/[email protected] Students Experience Access and Engagement in Undergraduate Research. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/33759

Chicago Manual of Style (16th Edition):

Salvador, Jessica Elizabeth. “A Qualitative Study of How First-Generation [email protected]/[email protected] Students Experience Access and Engagement in Undergraduate Research.” 2015. Doctoral Dissertation, University of Washington. Accessed October 15, 2019. http://hdl.handle.net/1773/33759.

MLA Handbook (7th Edition):

Salvador, Jessica Elizabeth. “A Qualitative Study of How First-Generation [email protected]/[email protected] Students Experience Access and Engagement in Undergraduate Research.” 2015. Web. 15 Oct 2019.

Vancouver:

Salvador JE. A Qualitative Study of How First-Generation [email protected]/[email protected] Students Experience Access and Engagement in Undergraduate Research. [Internet] [Doctoral dissertation]. University of Washington; 2015. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1773/33759.

Council of Science Editors:

Salvador JE. A Qualitative Study of How First-Generation [email protected]/[email protected] Students Experience Access and Engagement in Undergraduate Research. [Doctoral Dissertation]. University of Washington; 2015. Available from: http://hdl.handle.net/1773/33759


University of Illinois – Urbana-Champaign

3. Forber-Pratt, Anjali. Dream. Drive. Do.: becoming that "someone like me".

Degree: PhD, 4096, 2012, University of Illinois – Urbana-Champaign

The author presents an autoethnographic account that captures the vulnerable moments, emotions and critical incidents to produce an evocative story about becoming a role model. Applying the theoretical lens of cultural capital, broader implications are made about identity development, race, disability and discrimination. A fusion between social science and screenplay yields a compelling story where the effects of reality, vivid details, and human experience come together. This unique intersection relies on the power of dialogue as well as rich visual imagery and cinematic techniques to capture key moments and the emotions of certain critical incidents. The overarching story pertains to a federal lawsuit and serves as the anchor point. By moving forward and backward in time from this main event, other pieces pertaining to race, adoption, disability, sport and family are weaved throughout. The result is a survivor’s tale that encourages other’s to empathize and reflect about his or her own tale and engage in moral and ethical conversations. The author wants others to feel motivated to take control over their own lives, to think differently about the notion of diversity and to feel empowered to become a role model to others. This dissertation gives a voice to the autoethnographic “I” through scenes and challenges hegemonic ways. Advisors/Committee Members: Aragon, Steven R. (advisor), Aragon, Steven R. (Committee Chair), Denzin, Norman K. (committee member), Alston, Reginald J. (committee member), Span, Christopher M. (committee member).

Subjects/Keywords: autoethnography; qualitative; education; cultural capital; disability; identity; race; sports; adoption; Paralympic; cinematography; success; citizenship capital; resistance capital; transformational capital; spiritual capital; social capital; navigational capital; linguistic capital; aspirational capital; familial capital; role model

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Forber-Pratt, A. (2012). Dream. Drive. Do.: becoming that "someone like me". (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31070

Chicago Manual of Style (16th Edition):

Forber-Pratt, Anjali. “Dream. Drive. Do.: becoming that "someone like me".” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 15, 2019. http://hdl.handle.net/2142/31070.

MLA Handbook (7th Edition):

Forber-Pratt, Anjali. “Dream. Drive. Do.: becoming that "someone like me".” 2012. Web. 15 Oct 2019.

Vancouver:

Forber-Pratt A. Dream. Drive. Do.: becoming that "someone like me". [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/2142/31070.

Council of Science Editors:

Forber-Pratt A. Dream. Drive. Do.: becoming that "someone like me". [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31070

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