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31.
解析布迪厄教育再生产理论 总被引：1，自引：0，他引：1
在社会演化过程中,教育究竟是引导社会变化,还是造成社会再生产的行动主体呢?针对此问题,文章试图通过解析布迪厄的教育再生产理论,探究教育通过何种途径和机制,再生产着教育本身以及这种再生产如何掩盖现代西方社会看似平等实际上并不平等的教育再生产真相。 相似文献
32.
运用文献资料调研与逻辑分析法,分析布迪厄的文化再生产理论用以诠释后申遗时代我国民俗体育文化在开发中的运作过程以及策略活动。研究认为：生存心态是民俗体育文化再生产的基本动力,权力正当化是民俗体育文化再生产的运作逻辑方式,而象征性实践则构成了民俗体育文化再生产的本质意涵。 相似文献
33.
Melanie Nind 《International Studies in Sociology of Education》2013,23(2):87-98
This article is concerned with the intersection between learning difficulties and social class. It also inevitably tells of the gender‐class interface in relation to women’s caring roles. I use the life story narratives of three mothers and a grandmother of a person with learning difficulties, together with concepts from Bourdieu, to explore the ways in which class‐related capital and habitus affect their life experiences and their interactions with educational and other professionals. The data are the stories of (grand)mothers reflecting on life events, particularly in relation to decision making surrounding education, while simultaneously providing subtle, rich pictures of their socio‐economic contexts. I illustrate how privilege and disadvantage are reproduced partly for the families through their institutional interactions, which are differentiated according to economic and social resources. The stories re‐presented in this paper provide powerful examples of how experiences of living with learning difficulties and disabilities are situated in one’s class position and how struggles for inclusion are at once common and particular. 相似文献
34.
布迪厄为后现代女性主义研究者提供了反思社会学和惯习等学术理念和社会学方法,试图通过对朱迪斯．邑特勒的性别表演理论的解读和释疑来发掘布迪厄对女性主义社会学的贡献。 相似文献
35.
以现代社会学困境为背景,简要阐述了法国著名当代社会学家皮埃尔.布迪厄社会实践理论产生的背景、社会实践理论及其重要概念的内涵与关系,认为布迪厄的社会实践理论超越了现代社会学的方法论危机——二元对立思维的困境,为我们摆脱社会学领域内的各种对立,进行社会研究提供了新的思路。 相似文献
36.
Bruce Addison 《Journal of educational administration and history》2009,41(4):327-341
Educational leadership discourse has for sometime been the major intellectual pillar of what was once known as the field of educational administration. An examination of the postgraduate coursework programmes available to aspiring principal leaders at every Australian university supports such a contention. While this discourse does shed light on the ubiquitous concept of leadership, it does little to explain the context in which leadership theory is supposed to contribute to the operational environment of schools. This is where Bourdieuian scholarship is particularly helpful. By shedding light on the complex social space in which principal leaders function, Bourdieu’s concepts of habitus, field and capital are particularly helpful thinking tools. For a variety of reasons the economic field has held philosophical dominance for much of the last 30 years. This has impacted significantly on the work space of principal leadership and needs to be understood if the familiar narratives of leadership theory are to be of contextual use. When investigating the social space of contemporary principal leadership, my recent study of two sets of Queensland‐based principals will be used. The emergence of enterprise bargaining into the workspace of these principals will be used as a means by which to demonstrate the cross‐field contagion of the economic field on to the field of schools. The paper contends that the field of educational administration must endeavour to view leadership theory critically and contextually if the complexities associated with contemporary principal leadership practice are to be understood. 相似文献
37.
对布迪厄文化资本理论的解读 总被引：1，自引：0，他引：1
文化资本理论借鉴并在一定程度上整合和发展了马克思主义、新马克思主义和韦伯、新韦伯主义等相关理论,它对高等教育不平等现象的分析确实入木三分,对高等教育不平等的现象具有很强的穿透力。它对不同阶级高等教育"再生产"现象做了比较生动和深入的描述和刻画,在很多地方揭露了现代资本主义国家高等教育机会分布和发展的许多不平等现象和实质,对中国高等教育的研究具有很强的启示作用。但是,它对整个高等教育发展机制和作用的论述仍然是不全面的,即它过分强调了教育的阶级性和文化资本对人们获得高等教育的作用,忽视了社会发展对高等教育的影响,并把高等教育看作是实施"符号暴力"的一个工具。 相似文献
38.
Anita Louise Wheeldon Stephen Jonathan Whitty Bronte van der Hoorn 《Higher Education Quarterly》2023,77(2):342-355
Academics report feeling unable to cope in the managerialised university. To confirm these feelings are symptoms of managerialism's tightening grip, we use Bourdieusian concepts of field and capital to compare academics and professional staff experiential statements in an Australian university. We compare their field conditions and examine how their differences enable or hinder the accumulation of capital that defines their field. Findings show that managerialism requires professional staff to share work tasks and be on-campus, which enables them to accumulate the capital they require. Managerialism also permits and resources academics to working out-of-office to accumulate their required capital. Consequentially though, university operational knowledge becomes informal and only accessible to professional staff who accumulate the required social capital to access it. Professional staff are thus fish-in-water; easily accumulating social capital through day-to-day activities. But academics become fish-out-of-water (office); they flounder to access operational knowledge, which leads to feelings of not coping. 相似文献
39.
Magnus Ferry 《Sport, Education and Society》2016,21(6):907-923
According to the cultural sociologist Pierre Bourdieu, gaining access to a social space or a position within a social space requires a specific capital. For teachers, this is normally indicated by a valid teaching certificate with relevant subject knowledge. However, when no qualified teachers are available, which is the case for the subject of school sports in Sweden, other assets gain recognition. Drawing on Bourdieu's conceptual framework, this paper examined the conditions for school sports in Sweden, and based on questionnaires answered by 109 teachers, explored the competencies, education and backgrounds teachers in upper secondary school sports possess. The paper address the question: what valuable resources are required to become a teacher of school sports and gain recognition as symbolic capital? The results show that while school sports in Sweden are carried out through a school subject and thus regulated by the government, it is influenced by both the fields of education and sport. Furthermore, the questionnaire results show that a majority of the teachers are employed as coaches instead of teachers and that less than half of them (45%) have a teacher education background, while 95% have a coaching education background. However, the results also show that teachers assessed their competencies for teaching school sports as high, especially with regard to competencies in specific sport skills. In conclusion, this paper shows how coaching education and experience in competitive sports are an important resource required to become a teacher in school sports and is thus recognized as symbolic capital. Therefore, school sports cannot be viewed as a legitimate part of the field of education but can be viewed as a part of the field of sport. 相似文献
40.
Niek Pot Jan Verbeek Joris van der Zwan Ivo van Hilvoorde 《Sport, Education and Society》2016,21(3):319-338
Studies investigating sport socialisation often focussed on the barriers for youngsters from lower socio-economic status (SES) families to participate in sport. In the present study, the socialisation into sports of young adolescents from lower SES families that do participate in organised sports was investigated. A total of 9 girls and 12 boys from lower SES families (18 Dutch; three foreign ethnic background) from one city in the Netherlands who participated in organised sport were interviewed. Although multiple agents may be of influence on the socialisation process, this study was limited to the family, school and peers as potential socialising contexts. Drawing on the theoretical work of Bourdieu and Bernstein, parents were found to be the main influencers of the sports habitus of these young adolescents. The school context appeared to have no influence on their sport socialisation. Peers were found to have an influence on the choice for a specific type of sport. This interplay between socialising contexts for young adolescents from lower SES families is similar to the sport socialisation of youngsters from higher SES families. Therefore, it is suggested that if sport socialisation takes place, then the role of SES is less pronounced than often assumed. Moreover, there seem to be differences in the relative importance of the socialising contexts with younger children with a lower SES. Therefore, it is hypothesised that the relative importance of socialising agents changes over time. Although the findings may be limited to the specific sample of this study, they provide hypotheses that challenge the often-presumed importance of SES if sport socialisation takes place. 相似文献