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Congruent and Discordant Habitus

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter (peer-reviewed)

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Congruent and Discordant Habitus. / Ingram, Nicola.

Working-Class Boys and Educational Success: Teenage Identities, Masculinities and Urban Schooling. ed. / Nicola Ingram. London : Palgrave Macmillan, 2018. p. 135-168 (Palgrave Studies in Gender and Education).

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter (peer-reviewed)

Harvard

Ingram, N 2018, Congruent and Discordant Habitus. in N Ingram (ed.), Working-Class Boys and Educational Success: Teenage Identities, Masculinities and Urban Schooling. Palgrave Studies in Gender and Education, Palgrave Macmillan, London, pp. 135-168. https://doi.org/10.1057/978-1-137-40159-5_6

APA

Ingram, N. (2018). Congruent and Discordant Habitus. In N. Ingram (Ed.), Working-Class Boys and Educational Success: Teenage Identities, Masculinities and Urban Schooling (pp. 135-168). (Palgrave Studies in Gender and Education). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-40159-5_6

Vancouver

Ingram N. Congruent and Discordant Habitus. In Ingram N, editor, Working-Class Boys and Educational Success: Teenage Identities, Masculinities and Urban Schooling. London: Palgrave Macmillan. 2018. p. 135-168. (Palgrave Studies in Gender and Education). https://doi.org/10.1057/978-1-137-40159-5_6

Author

Ingram, Nicola. / Congruent and Discordant Habitus. Working-Class Boys and Educational Success: Teenage Identities, Masculinities and Urban Schooling. editor / Nicola Ingram. London : Palgrave Macmillan, 2018. pp. 135-168 (Palgrave Studies in Gender and Education).

Bibtex

@inbook{a00647fed7fd43648f12f05531ccbbe0,
title = "Congruent and Discordant Habitus",
abstract = "This chapter explores the processes involved in being an academically successful boy at St. John{\textquoteright}s, the secondary school. It considers the degree of fit or discordance between the boys{\textquoteright} habitus and that of the institution. For many of the boys in this school, there was a reasonable degree of congruence between their habitus and the institutional habitus. This is exemplified through the consideration of the story of Henry, who appeared to be a {\textquoteleft}fish in water{\textquoteright} and said that he was able to be who he wanted to be both inside and outside of school. However, not all boys find things so easy. The chapter also explores the cases of Brendy and Ollie, who, each in their own ways, have struggled with their dispositions. {\textcopyright} 2018, The Author(s).",
author = "Nicola Ingram",
year = "2018",
doi = "10.1057/978-1-137-40159-5_6",
language = "English",
isbn = "9781137401588",
series = "Palgrave Studies in Gender and Education",
publisher = "Palgrave Macmillan",
pages = "135--168",
editor = "Nicola Ingram",
booktitle = "Working-Class Boys and Educational Success",

}

RIS

TY - CHAP

T1 - Congruent and Discordant Habitus

AU - Ingram, Nicola

PY - 2018

Y1 - 2018

N2 - This chapter explores the processes involved in being an academically successful boy at St. John’s, the secondary school. It considers the degree of fit or discordance between the boys’ habitus and that of the institution. For many of the boys in this school, there was a reasonable degree of congruence between their habitus and the institutional habitus. This is exemplified through the consideration of the story of Henry, who appeared to be a ‘fish in water’ and said that he was able to be who he wanted to be both inside and outside of school. However, not all boys find things so easy. The chapter also explores the cases of Brendy and Ollie, who, each in their own ways, have struggled with their dispositions. © 2018, The Author(s).

AB - This chapter explores the processes involved in being an academically successful boy at St. John’s, the secondary school. It considers the degree of fit or discordance between the boys’ habitus and that of the institution. For many of the boys in this school, there was a reasonable degree of congruence between their habitus and the institutional habitus. This is exemplified through the consideration of the story of Henry, who appeared to be a ‘fish in water’ and said that he was able to be who he wanted to be both inside and outside of school. However, not all boys find things so easy. The chapter also explores the cases of Brendy and Ollie, who, each in their own ways, have struggled with their dispositions. © 2018, The Author(s).

U2 - 10.1057/978-1-137-40159-5_6

DO - 10.1057/978-1-137-40159-5_6

M3 - Chapter (peer-reviewed)

SN - 9781137401588

T3 - Palgrave Studies in Gender and Education

SP - 135

EP - 168

BT - Working-Class Boys and Educational Success

A2 - Ingram, Nicola

PB - Palgrave Macmillan

CY - London

ER -