Bourdieu for educators : policy and practice

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書誌事項

Bourdieu for educators : policy and practice

Fenwick W. English, Cheryl L. Bolton

SAGE, c2016

  • : [pbk.]

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注記

Includes bibliographical references (p. 111-122) and index

内容説明・目次

内容説明

Educational change and reform on a larger scale Bourdieu for Educators: Policy and Practice brings the revolutionary research and thinking of Pierre Bourdieu (1930-2002) of France to public educational leaders in North America, Canada, Australia, and the U.K. This text brings Bourdieu's work into the arena of elementary and secondary educational reform and change, and offers policy, research, and practice discussions. Authors Fenwick W. English and Cheryl L. Bolton use Bourdieu to challenge the standards movement in different countries, the current vision of effective management, and the open-market notion connecting pay to performance. The text shows that connecting pay to performance won't improve education for the poorest group of school students in the U.S., Canada, or the U.K., regardless of how much money is spent trying to erase the achievement gap. The authors lay out the bold educational agenda of Pierre Bourdieu by demonstrating that educational preparation must take into account larger socioeconomic-political realities in order for educational change and reform to make an impact.

目次

Chapter 1: Introducing Pierre Bourdieu to Educational Practitioners Bourdieu's Biography Vielseitigkeit: What is Distinctive About Bourdieu Understanding the Nature of Pedagogic Work as Political Struggle The "Culture Wars" in the U.S. and the U.K.: Similarities and Differences The Battle Over the Correct Academic Subjects and Proper Pedagogic Work The Concept of Misrecognition and How It Works Some History with Misrecognition in the Past Building Awareness of the Forces at Play Without New Eyes: The Blinders of Doxa as Orthodoxy Bourdieu as the Public Intellectual, Activist and Provocateur Chapter 2: Unmasking the School Asymmetry and the Social System Bourdieusian Cornerstones Bourdieu's Concept of Habitus An Example of Neighborhood Habitus A Case Study of How Family Habitus Works to Shape Career Aspirations The Intersection of Class, Social Space and the Field An Example of a Field with Its Own Logic The Cultural Arbitrary The Plight of Minority Children Facing the Dominant Cultural Arbitrary in Schools How the System Works as a Game Who Benefits from Schools as They Are? Illuiso and Unquestioned Loyalty to Continuing Orthodoxies The Bounded Nature of Choice Within a Designated Social Space Educational Inequalities Must Remain Unnamed Connecting the Dots: The Importance of Family in School Success The Challenge of Reducing Social Inequality as an Educational Goal Chapter 3: The Curriculum, Qualifications and Life Chances The Three Forms of Capital Empirical Validation of the Impact of Social Capital on School Success The Power of Cultural Capital and Bourdieu's Own Experience as a Student Schools as Institutionalized Embodiments of Forms of Cultural Capital Capital, Power, Symbolic Violence, and Scholastic Habitus Two Recent Examples of Symbolic Power (Violence) with School Curricula Social Origin and School Success: Historical and Continuing Evidence of the Linkage Between Them Academic Failure as the "Fault" of the Student? Academic Credentials-Essential Capital? The Hidden Curriculum, Cultural Values and Schooling Success Calculating Life Chances: The Academic vs. Vocational Education Debate The Issue of the Mal-Distribution of Opportunity Chapter 4: The Shifting Control of Leadership Preparation The Construction of National Leadership Standards in the U.K. and the U.S. The Major Epistemological Steps Behind National Standards Core Technologies and the Reification of the Status Quo The Shifting Nature of the Contestation and Changer in Power in the Education Field The De-Contextualization of School Leaders via Job Standardization The Reformers Blinkered Vision for Change: They Just Don't See It Chapter 5: A Retrospective Look at Bourdieu's Impact The Social Field of Education is Not Static Education Is Simultaneously a Means and an End Schooling as the Cultural Arbitrary Demonizes Those who are "Otherized" The Dominant Consumer Culture in Education Undermines Its Moral and Humanistic Value Educational Reform Will Always Benefit and Advantage the Reformers The Dilemma of School Leadership, Agent of the State or of Humanity?

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