Exploring educational and social inequality through the polyphonic voices of the poor: A habitus listening guide for the analysis of family-schooling relations.

Abstract

The aim of this methodological article is to contribute a new form of qualitative data analysis that is relevant for the comparative study of family cultures and schooling. We describe the development of our Habitus Listening Guide (Arnot and Naveed 2014) extending the use of Bourdieu’s theory of social reproduction with critical narrative theory. The interpretative tool outlines (a) social-­‐‑structural (b) horizontal intergenerational (c) vertical gender and (d) mythic-­‐‑ ritual listenings which can be used to explore the engagement of youth and their families with schooling. Such listenings reveal the dispositional positioning of schooling in family values and the complex structural and human relational effects of schooling on family members’ livelihood and wellbeing. It offers the possibility of comparing families in terms of their members’ gendered and generational relations and the ways in which religious and mythic-­‐‑ritual discourses legitimate their aspirations in the context of changing communities. The Guide offers a way of accessing and comparing ‘nano-­‐‑level’ (Hulme, 2004) experiences of social inequality and the contribution that schooling plays, or is expected to play, in relation to individual and/or family social mobility.