Aina Tarabini
Datos Biográficos
| ID | 1676007 |
|---|---|
| NOMBRE | Aina Tarabini |
| NOMBRES | Aina |
| APELLIDO | Tarabini |
| FIRMA | TARABINI A |
| AFILIACIONES | Universitat Autonòma de Barcelona |
| ORCID | 0000-0002-6096-2450 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 29 |
| TOTAL DE CITAS | 54 |
| TOTAL COMO AUTOR | 28 |
| TOTAL COMO EDITOR | 3 |
| PRIMER AÑO DE PUBLICACIÓN | 1969 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Educational Choices and Social Inequalities
Educational choices are a key area of research within the sociology of education, yet the concept of choice remains contested. This paper examines how European research analyses students' decision‐making at key educational transitions and their relationship to social positions. To achieve this, we conducted a Scoping Literature Review of 93 papers published between 2012 and 2022. The analysis identifies key research topics, dominant theoretical a…
Roots and leaves
This article addresses the longstanding but under-theorised relationship between habitus and identity in the sociology of education. While both concepts are central to analyses of inequality, they are often conflated, treated in isolation, or left conceptually unresolved. Building on Pierre Bourdieu’s theory of practice and its feminist and psychosocial extensions -particularly the work of Diane Reay, Nicola Ingram and Louise Archer- we advance a…
Vocational narratives
This article explores how young people use vocational narratives to make sense of their Post16 educational choices. Based on 97 qualitative interviews with students from Barcelona and Madrid, the analysis examines the vocabularies of motive – such as personal fit, passion, interest, ability and future projection – that students use to legitimise their choices, revealing the symbolic hierarchies shaping these accounts. The study also analyses the …
Social inequalities and study choices
Despite the global expansion of higher education, studies show that merit-based admission systems do not necessarily eliminate social inequalities. Instead, they may reproduce barriers to entry or widen horizontal gaps linked to prestige and quality hierarchies among institutions and degrees. In 2012, Ecuador introduced a higher education reform that established a single admission system based on standardized test scores and secondary school grad…
Schooling, social inequalities and (dis)affects
Educational Transitions and Social Justice
Educational Transitions and Social Justice
Youth Beyond the City
The purpose of this book is to situate the place beyond the city as an epistemological vantage point for researching youth. Existing frameworks about young people privilege large urban centres or ‘global cities’ and create forms of marginality that are at once spatial and epistemological. This book interrogates and moves beyond these boundaries, turning the margins into a unique position for understanding youth and examining forms of difference w…
Educational Transitions and Social Justice
Educational transitions play a critical role in the (re)production of social inequalities. Transitions to upper secondary education are particularly significant as in most European countries this is when students are separated into different tracks – academic and vocational – and the first time they face a ‘real choice’ over their educational trajectory. Using a qualitative-driven approach that includes multiple research techniques (documentary a…
Tracking, knowledge, and the organisation of secondary schooling
Most European secondary-school systems are articulated by different forms of an academic-vocational divide that are critical in understanding the (re)production of social inequality. By providing distinct curricular and pedagogical codes and a markedly different distribution of knowledge between tracks, tracking leads to profound and distinct learning opportunities for students. The objective of this article is twofold: first, we wish to enquire …
Ability as legitimation of tracking
The division of educational systems into different tracks—academic and vocational—represents one of the key elements in explaining social stratification and inequalities. Previous research identifies teachers' expectations as a critical factor to understand the relationship between tracking and social inequality. This paper discusses how ability is represented in teachers' discourses and whether and to what extent it works as a legitimation of sy…
The politics of educational transitions
Transitions to upper secondary education are of crucial importance to understanding educational inequalities. They are also vital in explaining the contemporary dynamics of Early School Leaving. Global hegemonic discourses around educational transitions and Early School Leaving shape student pathways in terms of rational and linear choices, assuming equal opportunities for lifelong learning. Simultaneously, the European Strategy attributes key ro…
Covid-19 y escuela a distancia
El cierre de las escuelas como medida de emergencia a la situación generada por el COVID-19 ha generado retos sin precedentes para los sistemas educativos. En el caso español este cierre se desarrolla en un sistema profundamente desigual, lo que, entre otros aspectos, se expresa por unos índices de segregación escolar que se sitúan entre los más altos de Europa. El objetivo del artículo es analizar el impacto del confinamiento sobre las desiguald…
The role of schooling in times of global pandemic
The health emergency generated by COVID-19 and the massive closure of schools has given rise to an unprecedented situation for education systems worldwide. This situation has raised fundamental questions about the role of the school in contemporary societies and whether it still fulfils a particular function as a social institution. This article forwards a theoretical discussion on these issues from a critical sociological approach and, especiall…
Las transiciones a la educación secundaria post obligatoria en Cataluña
Las transiciones a la educación secundaria post obligatoria son centrales para explicar el grado de selectividad social de diferentes sistemas educativos. El caso de Cataluña es especialmente relevante porque el sistema educativo se organiza de forma comprensiva hasta el final de la educación secundaria obligatoria, momento en que por primera vez se separa a los estudiantes en dos itinerarios diferenciados: el académico y el profesional. El objet…
Para qué sirve la escuela? Reflexiones sociológicas en tiempos de pandemia global
La pandemia global generada por el Covid-19 y las medidas de confinamiento obligatorio de la población que de ella se derivan suponen retos sin precedentes para los sistemas educativos a nivel global. El cierre generalizado de todos los centros educativos a nivel presencial pone de relieve una pregunta clave: ¿Para qué sirve su escuela? El objetivo del artículo es reflexionar sobre esta cuestión desde una mirada sociológica y, en particular, desd…
Entender las experiencias de transición educativa
En esta introducción se explican los objetivos y aportaciones del monográfico al estudio de las elecciones y transiciones educativas de los y las jóvenes. A partir de una mirada transversal a los seis artículos que componen el monográfico, la introducción identifica el valor añadido de esta publicación al estudio de las transiciones educativas y propone una mirada relacional entre estructuras, instituciones y experiencias para una comprensión pro…
Presentación. Transiciones educativas y desigualdades sociales
Esta presentación tiene como objetivo contextualizar y presentar los trabajos incluidos en el número monográfico de la revista Papers titulado «Transiciones educativas y desigualdades sociales: una perspectiva sociológica». Asimismo, pretende explicar la importancia de este tema para la investigación y la reflexión sociológica. Las transiciones educativas tienen una relevancia clave para mostrar las dinámicas de desigualdad social, especialmente …
Capacidades, hábitos y carácter
La división de los sistemas educativos en itinerarios diferenciados -académico y profesional- es uno de los elementos centrales para explicar las pautas de estratificación y desigualdad social en el ámbito internacional. Entre los múltiples factores que dan cuenta de la relación entre itinerarios educativos y desigualdad social, la literatura especializada ha señalado el rol que desempeñan las expectativas docentes como factor crucial para entend…
Teachers’ identities in second chance schools
Factors in educational exclusion
The processes of educational exclusion are multiple and diverse. Research has shown that exclusion from school goes far beyond access. It is associated with crucial issues related to educational processes (belonging, recognition or representation) and results (knowledge or certificates). The objective of this article is to delve into the analysis of factors in educational exclusion, including the voice of the youth, as a key element in understand…
Institutional habitus in context
This article aims to revisit the relationship between school-level variables and students’ educational opportunities through the lens of institutional habitus. This approach is particularly well suited to explore the notion of school culture because it brings to the forefront the impact of social context, avoiding some of the limitations typically associated with the long-dominant perspective of school effectiveness research. Drawing on an ethnog…
The politics of educational success
The objective of the article is to examine what is ‘taken for granted’ in the policies designed to combat Early School Leaving (ESL) in Catalonia, identifying their implicit ontologies, causal assumptions and logics of action. In order to do so, the realist evaluation is applied. Specifically, this methodology has been applied to compare the discourses, priorities and policies of two key agents in defining and implementing policies to combat ESL …
Being poor at school
This article explores how different ways of experiencing poverty affect the possibilities of poor children to make the most of their education. The study uses the concept of conditions of educability to reflect how the different dimensions of the experience of poverty facilitate or hinder the success of educational practices and the learning of poor students. In the first part of the article, the concept of conditions of educability is discussed …
La agenda política contra el abandono escolar prematuro en España
Combating Early School Leaving (ESL) is a central item of the Spanish educational political agenda. In fact, one of the main objectives of the current Educational Law (Organic Law for the Improvement of the Quality of Education-LOMCE) is to reduce the high levels of ESL and to improve the global results of the Spanish educational system. The aim of the article is to prove, based on international scientific evidence, that the new Law’s proposals a…
Education and poverty in the global development agenda
Institutional habitus in context
This article aims to revisit the relationship between school-level variables and students’ educational opportunities through the lens of institutional habitus. This approach is particularly well suited to explore the notion of school culture because it brings to the forefront the impact of social context, avoiding some of the limitations typically associated with the long-dominant perspective of school effectiveness research. Drawing on an ethnog…
Factors in educational exclusion
The processes of educational exclusion are multiple and diverse. Research has shown that exclusion from school goes far beyond access. It is associated with crucial issues related to educational processes (belonging, recognition or representation) and results (knowledge or certificates). The objective of this article is to delve into the analysis of factors in educational exclusion, including the voice of the youth, as a key element in understand…
The role of schooling in times of global pandemic
The health emergency generated by COVID-19 and the massive closure of schools has given rise to an unprecedented situation for education systems worldwide. This situation has raised fundamental questions about the role of the school in contemporary societies and whether it still fulfils a particular function as a social institution. This article forwards a theoretical discussion on these issues from a critical sociological approach and, especiall…
Teachers’ identities in second chance schools
Educational targeting in the fight against poverty
Educational targeting has become one of the hegemonic mechanisms in the fight against poverty. Both international organisms and developing countries support targeting as one of the best strategies in order to simultaneously guarantee poverty reduction and economic growth, and consequently to tackle the challenges generated by globalisation. The main objective of the article is to point out some of the limits, omissions and opportunities of educat…
Ability as legitimation of tracking
The division of educational systems into different tracks—academic and vocational—represents one of the key elements in explaining social stratification and inequalities. Previous research identifies teachers' expectations as a critical factor to understand the relationship between tracking and social inequality. This paper discusses how ability is represented in teachers' discourses and whether and to what extent it works as a legitimation of sy…
Capacidades, hábitos y carácter
La división de los sistemas educativos en itinerarios diferenciados -académico y profesional- es uno de los elementos centrales para explicar las pautas de estratificación y desigualdad social en el ámbito internacional. Entre los múltiples factores que dan cuenta de la relación entre itinerarios educativos y desigualdad social, la literatura especializada ha señalado el rol que desempeñan las expectativas docentes como factor crucial para entend…
The politics of educational success
The objective of the article is to examine what is ‘taken for granted’ in the policies designed to combat Early School Leaving (ESL) in Catalonia, identifying their implicit ontologies, causal assumptions and logics of action. In order to do so, the realist evaluation is applied. Specifically, this methodology has been applied to compare the discourses, priorities and policies of two key agents in defining and implementing policies to combat ESL …
Being poor at school
This article explores how different ways of experiencing poverty affect the possibilities of poor children to make the most of their education. The study uses the concept of conditions of educability to reflect how the different dimensions of the experience of poverty facilitate or hinder the success of educational practices and the learning of poor students. In the first part of the article, the concept of conditions of educability is discussed …
The spread of targeted educational policies in Latin America
This article analyses the new educational mandate for Latin America, exploring its repercussions on the design and development of certain educational policies. In particular, it concentrates both on the anti‐poverty educational agenda (at a global level) and on targeted educational policies (at a regional, national and local level), analyzing, on one hand, their interaction and, on the other, their limits, opportunities and omissions. Within this…
Schooling, social inequalities and (dis)affects
The Poverty Reduction Strategy Papers
La influencia externa en las políticas educativas de Argentina, Brasil y Chile (1990-2006)
El objetivo del artículo es analizar el papel que juega la influencia internacional en el diseño y aplicación de políticas educativas en el Cono Sur. Específicamente pretende explorar el proceso a través del cual las ideas, recomendaciones y metas globales modelan las políticas educativas latinoamericanas. Para ello, el artículo se centra en el programa de Educación para Todos y en el Acuerdo General de Comercio de Servicios, analizando los mecan…
The spread of targeted educational policies in Latin America
This article analyses the new educational mandate for Latin America, exploring its repercussions on the design and development of certain educational policies. In particular, it concentrates both on the anti‐poverty educational agenda (at a global level) and on targeted educational policies (at a regional, national and local level), analyzing, on one hand, their interaction and, on the other, their limits, opportunities and omissions. Within this…
Educational targeting in the fight against poverty
Educational targeting has become one of the hegemonic mechanisms in the fight against poverty. Both international organisms and developing countries support targeting as one of the best strategies in order to simultaneously guarantee poverty reduction and economic growth, and consequently to tackle the challenges generated by globalisation. The main objective of the article is to point out some of the limits, omissions and opportunities of educat…
Education and poverty in the global development agenda
The Poverty Reduction Strategy Papers
Els efectes de la globalització en la recerca educativa
El procés de globalització suposa nous reptes per a la recerca educativa contemporània, ja que no només en modifica els objectes d’estudi, sinó també els mètodes d’anàlisi. L’objectiu d’aquest article és reflexionar sobre aquests reptes a partir d’una recerca centrada en l’agenda educativa global. Específicament, l’objecte d’estudi de la recerca se centra en l’anàlisi de les relacions entre educació i pobresa, explorant l’agenda global que s’ha d…
The politics of educational success
The objective of the article is to examine what is ‘taken for granted’ in the policies designed to combat Early School Leaving (ESL) in Catalonia, identifying their implicit ontologies, causal assumptions and logics of action. In order to do so, the realist evaluation is applied. Specifically, this methodology has been applied to compare the discourses, priorities and policies of two key agents in defining and implementing policies to combat ESL …
Being poor at school
This article explores how different ways of experiencing poverty affect the possibilities of poor children to make the most of their education. The study uses the concept of conditions of educability to reflect how the different dimensions of the experience of poverty facilitate or hinder the success of educational practices and the learning of poor students. In the first part of the article, the concept of conditions of educability is discussed …
Factors in educational exclusion
The processes of educational exclusion are multiple and diverse. Research has shown that exclusion from school goes far beyond access. It is associated with crucial issues related to educational processes (belonging, recognition or representation) and results (knowledge or certificates). The objective of this article is to delve into the analysis of factors in educational exclusion, including the voice of the youth, as a key element in understand…
Institutional habitus in context
This article aims to revisit the relationship between school-level variables and students’ educational opportunities through the lens of institutional habitus. This approach is particularly well suited to explore the notion of school culture because it brings to the forefront the impact of social context, avoiding some of the limitations typically associated with the long-dominant perspective of school effectiveness research. Drawing on an ethnog…
Teachers’ identities in second chance schools
Las transiciones a la educación secundaria post obligatoria en Cataluña
Las transiciones a la educación secundaria post obligatoria son centrales para explicar el grado de selectividad social de diferentes sistemas educativos. El caso de Cataluña es especialmente relevante porque el sistema educativo se organiza de forma comprensiva hasta el final de la educación secundaria obligatoria, momento en que por primera vez se separa a los estudiantes en dos itinerarios diferenciados: el académico y el profesional. El objet…
Para qué sirve la escuela? Reflexiones sociológicas en tiempos de pandemia global
La pandemia global generada por el Covid-19 y las medidas de confinamiento obligatorio de la población que de ella se derivan suponen retos sin precedentes para los sistemas educativos a nivel global. El cierre generalizado de todos los centros educativos a nivel presencial pone de relieve una pregunta clave: ¿Para qué sirve su escuela? El objetivo del artículo es reflexionar sobre esta cuestión desde una mirada sociológica y, en particular, desd…
Entender las experiencias de transición educativa
En esta introducción se explican los objetivos y aportaciones del monográfico al estudio de las elecciones y transiciones educativas de los y las jóvenes. A partir de una mirada transversal a los seis artículos que componen el monográfico, la introducción identifica el valor añadido de esta publicación al estudio de las transiciones educativas y propone una mirada relacional entre estructuras, instituciones y experiencias para una comprensión pro…
Presentación. Transiciones educativas y desigualdades sociales
Esta presentación tiene como objetivo contextualizar y presentar los trabajos incluidos en el número monográfico de la revista Papers titulado «Transiciones educativas y desigualdades sociales: una perspectiva sociológica». Asimismo, pretende explicar la importancia de este tema para la investigación y la reflexión sociológica. Las transiciones educativas tienen una relevancia clave para mostrar las dinámicas de desigualdad social, especialmente …
Capacidades, hábitos y carácter
La división de los sistemas educativos en itinerarios diferenciados -académico y profesional- es uno de los elementos centrales para explicar las pautas de estratificación y desigualdad social en el ámbito internacional. Entre los múltiples factores que dan cuenta de la relación entre itinerarios educativos y desigualdad social, la literatura especializada ha señalado el rol que desempeñan las expectativas docentes como factor crucial para entend…
The politics of educational transitions
Transitions to upper secondary education are of crucial importance to understanding educational inequalities. They are also vital in explaining the contemporary dynamics of Early School Leaving. Global hegemonic discourses around educational transitions and Early School Leaving shape student pathways in terms of rational and linear choices, assuming equal opportunities for lifelong learning. Simultaneously, the European Strategy attributes key ro…
Covid-19 y escuela a distancia
El cierre de las escuelas como medida de emergencia a la situación generada por el COVID-19 ha generado retos sin precedentes para los sistemas educativos. En el caso español este cierre se desarrolla en un sistema profundamente desigual, lo que, entre otros aspectos, se expresa por unos índices de segregación escolar que se sitúan entre los más altos de Europa. El objetivo del artículo es analizar el impacto del confinamiento sobre las desiguald…
The role of schooling in times of global pandemic
The health emergency generated by COVID-19 and the massive closure of schools has given rise to an unprecedented situation for education systems worldwide. This situation has raised fundamental questions about the role of the school in contemporary societies and whether it still fulfils a particular function as a social institution. This article forwards a theoretical discussion on these issues from a critical sociological approach and, especiall…
Educational Transitions and Social Justice
Educational Transitions and Social Justice
Youth Beyond the City
The purpose of this book is to situate the place beyond the city as an epistemological vantage point for researching youth. Existing frameworks about young people privilege large urban centres or ‘global cities’ and create forms of marginality that are at once spatial and epistemological. This book interrogates and moves beyond these boundaries, turning the margins into a unique position for understanding youth and examining forms of difference w…
Educational Transitions and Social Justice
Educational transitions play a critical role in the (re)production of social inequalities. Transitions to upper secondary education are particularly significant as in most European countries this is when students are separated into different tracks – academic and vocational – and the first time they face a ‘real choice’ over their educational trajectory. Using a qualitative-driven approach that includes multiple research techniques (documentary a…
Tracking, knowledge, and the organisation of secondary schooling
Most European secondary-school systems are articulated by different forms of an academic-vocational divide that are critical in understanding the (re)production of social inequality. By providing distinct curricular and pedagogical codes and a markedly different distribution of knowledge between tracks, tracking leads to profound and distinct learning opportunities for students. The objective of this article is twofold: first, we wish to enquire …
Ability as legitimation of tracking
The division of educational systems into different tracks—academic and vocational—represents one of the key elements in explaining social stratification and inequalities. Previous research identifies teachers' expectations as a critical factor to understand the relationship between tracking and social inequality. This paper discusses how ability is represented in teachers' discourses and whether and to what extent it works as a legitimation of sy…
Political science (20 obras) · Sociology (18 obras) · Global Educational Policies and Reforms (14 obras) · Youth Education and Societal Dynamics (11 obras) · Humanities (9 obras) · Pedagogy (8 obras) · Politics (8 obras) · Psychology (7 obras) · Social science (7 obras) · Art (6 obras)