When they are not at school: the involvement of socially disadvantaged pupils in extracurricular activities through a Bourdieusian lens
| Authors | |
|---|---|
| Year of publication | 2025 |
| Type | Article in Periodical |
| Magazine / Source | International Studies in Sociology of Education |
| MU Faculty or unit | |
| Citation | |
| web | https://www.tandfonline.com/doi/full/10.1080/09620214.2025.2466547?src=exp-la |
| Doi | http://dx.doi.org/10.1080/09620214.2025.2466547 |
| Keywords | post-COVID support, Czech Republic, educational inequalities, social and cultural capital, socially disadvantaged families, extracurricular activities |
| Description | 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. |
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