Stahl, G. (2017). Aspiration paradoxes: working-class student conceptions of power in ‘engines of social mobility’ International Journal of Qualitative Studies in Education, 1–15.
https://doi.org/10.1080/09518398.2017.1286404
The following amendments have been made in this paper since the original online publication
On page 4:
“Habitus affects how a person thinks and what a person can think about, delineating parameters of thought and action (without determining thought and action per se”.
Has been updated to:
“Deeply tied to experience, habitus influences how a person thinks and what a person can think about (Ingram, 2011, 289)”.
Ingram 2009 references has been replaced with Ingram 2011:
Ingram, N., 2011. "Within school and beyond the gate: the complexities of being educationally successful and working class." Sociology 45(2): 287–302.
On page 12:
“After all, the dialectical confrontation between habitus and field (other than the field of origin) results in a degree of accommodation, where the habitus accepts the legitimacy of the new field’s structure and is, in turn, structured by it, thus enabling a modification in the habitus.”
Has been updated to:
"After all, this is what Ingram calls the "dialectical confrontation' between habitus and field which results in a degree of accommodation where the habitus accepts the legitimacy of the new field’s structure and is structured by it, enabling a modification in the habitus" (Ingram, 2011, p. 290).”
The author apologizes for these errors.