Forms and Evolutions of Cultural Transmission. An Empirical Analysis of the “inheritance model” through PISA 2009 (notice n° 212562)
[ vue normale ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 01891cam a2200205 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112053944.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Draelants, Hugues |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Forms and Evolutions of Cultural Transmission. An Empirical Analysis of the “inheritance model” through PISA 2009 |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2017.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 2 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This article distinguishes and compares the explanatory power of four types of cultural transmission: osmotic domestic transmission, strategic domestic transmission, peer-to-peer school transmission, formal school transmission by the teachers. In order to do this, it studies the way in which the pleasure of reading is transmitted among 15-year-olds from a secondary analysis of the PISA 2009 data. The results show that cultural transmission through school is much more effective than cultural transmission that takes place within the family. In examining the relative effectiveness of the four modes of cultural transmission among the upper middle classes, the survey shows that even in these environments, cultural transmission through osmosis is insufficient to ensure cultural reproduction. This traditional model of cultural transmission, defined here as the “inheritance model”, tends to be replaced by a new model of cultural transmission, passing sometimes through a strategic domestic transmission and sometimes through school transmission. The first strategy is favoured by the intellectual fractions of the upper middle classes, the second by their managerial fractions. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | social inequality |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | socio-cultural environment |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | social background |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | cultural identity |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Revue française de pédagogie | o 194 | 1 | 2017-06-15 | p. 5-28 | 0556-7807 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-revue-francaise-de-pedagogie-2016-1-page-5?lang=en">https://shs.cairn.info/journal-revue-francaise-de-pedagogie-2016-1-page-5?lang=en</a> |
Pas d'exemplaire disponible.
Réseaux sociaux