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Ethos, Habitus and Situation for Learning: An Ecology

Edwin Smith
British Journal of Sociology of Education
Vol. 24, No. 4 (Sep., 2003), pp. 463-470
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/3593315
Page Count: 8
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Ethos, Habitus and Situation for Learning: An Ecology
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Abstract

It is argued that the concept of ethos connects with Bourdieu's 'habitus' and the notion of situated learning. It can be argued that ethos can be defined as an organisation's habitus. An ecological perspective suggests that habituses external to the school provide dispositions that continuously construct and re-construct school ethos, and the evolving ethos itself provides developing dispositions and contexts for situated co-learning and participation in communities of practice; for example, shared learning about how to learn. Some implications for school improvement and leadership in schools are discussed.

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