When they are not at school: the involvement of socially disadvantaged pupils in extracurricular activities through a Bourdieusian lens

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F25%3A00140680" target="_blank" >RIV/00216224:14410/25:00140680 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/09620214.2025.2466547?src=exp-la" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/09620214.2025.2466547?src=exp-la</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/09620214.2025.2466547" target="_blank" >10.1080/09620214.2025.2466547</a>

Jazyk výsledku

angličtina

Název v původním jazyce

When they are not at school: the involvement of socially disadvantaged pupils in extracurricular activities through a Bourdieusian lens

Popis výsledku v původním jazyce

This case study is based on a project aiming to alleviate the negative effects of the COVID-19 pandemic through measures provided to Czech primary schools. The study focuses on measures aimed at supporting socially disadvantaged children ́s participation in extracurricular activities (ECAs). Data were gathered in three waves through semi-structured interviews with 7 teachers, 6 parents, and 12 pupils and analysed thematically. Both teachers and families perceived ECAs in schools as an opportunity for developing social and cultural capital. Despite the shared recognition of ECAs’ importance, participation is complicated by barriers from teachers and parents. Teachers use ECAs as motivation by selective mechanisms, such as trips reserved for ‘well-behaved children’ and social challenges hinder full inclusion. Parents, driven by perceived dangers, often limit their children’s participation. These dynamics reveal a paradox where the school, despite being a haven, faces challenges in fulfilling its potential to enhance children’s social and educational opportunities.

Název v anglickém jazyce

When they are not at school: the involvement of socially disadvantaged pupils in extracurricular activities through a Bourdieusian lens

Popis výsledku anglicky

This case study is based on a project aiming to alleviate the negative effects of the COVID-19 pandemic through measures provided to Czech primary schools. The study focuses on measures aimed at supporting socially disadvantaged children ́s participation in extracurricular activities (ECAs). Data were gathered in three waves through semi-structured interviews with 7 teachers, 6 parents, and 12 pupils and analysed thematically. Both teachers and families perceived ECAs in schools as an opportunity for developing social and cultural capital. Despite the shared recognition of ECAs’ importance, participation is complicated by barriers from teachers and parents. Teachers use ECAs as motivation by selective mechanisms, such as trips reserved for ‘well-behaved children’ and social challenges hinder full inclusion. Parents, driven by perceived dangers, often limit their children’s participation. These dynamics reveal a paradox where the school, despite being a haven, faces challenges in fulfilling its potential to enhance children’s social and educational opportunities.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/LX22NPO5101" target="_blank" >LX22NPO5101: Národní institut pro výzkum socioekonomických dopadů nemocí a systémových rizik</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

International Studies in Sociology of Education

ISSN

0962-0214

e-ISSN

1747-5066

Svazek periodika

34

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

21

Strana od-do

505-525

Kód UT WoS článku

001423133400001

EID výsledku v databázi Scopus

2-s2.0-85218212870