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81.
An exploration of teachers’ agency and social relationships within dyslexia‐support provision in an English secondary school 
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下载免费PDF全文 Helen Ross 《British Journal of Special Education》2017,44(2):186-202
This article explores teachers’ experiences of dyslexia and classroom interventions via lesson observations and semi‐structured interviews. These experiences were analysed through a Bourdieusien lens, based on Jenkins's ‘levels of interaction’, to delineate power relationships inherent in classroom interactions, teachers’ interactions with professionals and institutions, and mechanisms present in teachers’ conceptualisation of ‘self’. Through their conceptualisation of ‘self’ as ‘teachers of dyslexic young people’, it was found that teachers’ classroom interactions acted to reduce social distance between themselves and students. Internally and interactionally, teachers enacted agency and constructed their own social space, through their framing of young people with dyslexia and use of inclusive language with students. Institutionally, teachers were found to be subject to other professions and Government policy, lacking autonomy and capacity to distribute resources, despite their ‘symbolic capital’ as teachers. The ‘level of interaction’ determined teachers’ capacity to act autonomously and freely navigate their own social space. 相似文献
82.
桦桢 《陕西教育学院学报》2008,24(2):73-76
近年来在国内炒得沸沸扬扬的米勒文学终结论,并未宣布文学的终结,且米勒所说的“文学”并不等同于国内反驳者口中的“文学”。而诸种文学终结论,都只不过是文学场域内集团斗争的产物,它们不但不能真的宣布文学终结,还是文学仍然存在和发展着的证据。 相似文献
83.
This article provides insights into teachers’ and school administrators’ responses to the current ‘fetishisation’ of school performance data in Australian schooling. Specifically, the research investigates the accountability practices that emerged in a Queensland metropolitan primary school in response to this broader focus upon performance data. Drawing upon interviews with teachers and school administrators, literature and theorising on educational performativity and data, and Bourdieu’s theory of practice, the article reveals how performative, data-driven practices play out at the level of the school. This process reveals a ‘field of schooling practices’ characterised by contradictory and contested logics of deifying, delivering and denying data. We describe this as the ‘doublethink of data’, involving teachers engaging with performative processes for purposes of compliance but without any real sense of the value of doing so. The research reveals the extraordinary energy involved in this work, and cautions against these performative practices and associated technologies. 相似文献
84.
查婧 《山西大学师范学院学报》2007,6(3):44-46
“文化资本”是布迪厄提出的一个重要的社会学概念，在社会区分中扮演着重要的角色。“文化资本”再生产在某种意义上也是社会结构的再生产，家庭是其主要场所。“文化资本”既是累积性的，也是传承性的，并且和其他类型的资本之间存在着相互转化。家庭中各种类型的资本对文化资本的获得和继承产生着重要的影响。 相似文献
85.
Guanglun Michael Mu 《Educational Philosophy and Theory》2020,52(12):1249-1255
AbstractIn the edited book “Bourdieu and Chinese Education”, a group of scholars in China, Australia, Canada, and the USA engage in a dialogue with Bourdieu and raise persistent questions not only about issues of equity, competition, and change in Chinese education, but also about the value, venture, and violence in using established Western intellectual frameworks for analysing Chinese education. In response to these questions, this special issue analyses and discusses Chinese rural education, teacher education, language education, health and physical education, and transnational education; and proposes a series of new conceptualisations, for example, regression- and network-based field analysis, Bourdieu-Chinese philosophy encounter, field of mediation, localised pedagogical capital, and new Chinese habituses (e.g., contemptuous habitus, diasporic cosmopolitan habitus, habitus (re)structuring). Such collective effort responds to the strident, and sometimes misleading, castigation of Bourdieu for determinism; and also disputes the non-reflexive, celebratory tone that consecrates the French sociologist and his canonical theorem, and hence reproduces the symbolic violence in the doxic academia. In this vein, the special issue is respectful for, but not restricted to, Bourdieu’s sociology, showing no timidity in questioning and contesting the framework of the famed thinker when research problems and findings demand so. 相似文献
86.
Since the late 1970s, international education has steadily gained in popularity in China. An emerging middle class seeks to strengthen its position in China’s rapidly stratifying society under its socialist market economy with the shift from wealth creation for all to wealth concentration for a few. Previously, a foreign qualification was considered a passport to success in either the host or home country’s labour market. But the growing popularity of overseas study, coupled with the massification of the Chinese higher education, means Chinese international students are seeking to distinguish themselves in an increasingly competitive global labour market. This longitudinal study of international graduates, backgrounded by Australian employer perceptions, examines the journeys of 13 Chinese accounting graduates as they attempt to transition from an Australian university into the Australian labour market. Bourdieu’s thinking tools of field, capital, disposition and habitus are utilised to consider how different cultural, social and linguistic capitals inform employer understandings of ‘employability’ meant Chinese accounting graduates significantly adjusted their life goals. 相似文献
87.
Understanding Learning Culturally: Overcoming the Dualism Between Social and Individual Views of Learning 总被引：1，自引：0，他引：1
This paper identifies limitations within the current literature on understanding learning. Overcoming these limitations entails
replacing dualist views of learning as either individual or social, by using a theory of learning cultures and a cultural
theory of learning, which articulate with each other. To do this, we argue that it is possible and indeed necessary to combine
major elements of participatory or situated views of learning with elements of Deweyan embodied construction. Bourdieu’s concepts
of habitus and field are used to achieve this purpose, together with the use of ‘becoming’ as a metaphor to help understand
learning more holistically. This theorizing has a predominantly heuristic purpose, and we argue that it enables researchers
to better explain data. We also suggest that a cultural approach of the sort proposed here leads toward the asking of better
questions about learning and its improvement and has high practical significance.
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| Phil HodkinsonEmail: |
88.
The rapid pace of urbanisation in China has seen a massive increase in the movement of the rural population to work and live in urban regions. In this large-scale migration context, the educational, health, and psychological problems of floating children are becoming increasingly visible. Different from extant studies, we focus our investigation on the rural dispositions of floating children through interviews with leaders, teachers, and students in four schools in Beijing. Drawing on Bourdieu’s key notions of habitus, capital, and field, our study indicates that the rural habitus of floating children can differentiate these children from their urban peers. This habitus can be marginalised and stigmatised in certain fields but can be recognised and valued as capital in other fields. Our paper offers some implications for research and practice in relation to the schooling of floating children. 相似文献
89.
Alexander Gardner-McTaggart 《Globalisation, Societies & Education》2019,17(4):458-473
ABSTRACTThe International Baccalaureate (IB) is a secular educational franchise, educating the globally advantaged and potential future leaders. Drawing on Bourdieu, this article involves original interpretivist research, reviewing data surrounding the international IB school and its educational leadership. It presents findings pertinent to the remarkable pervasiveness of Christianity and Christian values in the orientation of IB directors in a Western European context.IB directors foreground Christianity in their make-up. In the fluid global market-place of IB schools, consistency is rare, and highly valued. Through Bourdieu, IB directors emerge as islands, with relative freedom from the State. They lead a secular school, with an implicit Christian orientation. The IB purposefully pluralises the culture of the IB experience through the IB learner Profile (IBLP). In the main, IB school leadership rejects the operational consistency of the IBLP and embraces pluralism through the consistency of Christianity.The international school is an incubator for Anglo Christian values providing cultural laundering, ontologically tied to the imperial gaze in this globalised neo-liberal schooling context: the international gaze. 相似文献
90.
Garth Stahl 《British Journal of Sociology of Education》2016,37(5):663-683
This paper intends to show the processes and identity negotiations of white working-class boys surrounding their own learner-identity within a ‘raising aspirations’ rhetoric. The current dominant neoliberal discourse, which prioritizes a view of aspiration that is competitive, economic, and status-based, shapes the subjectivities of these young males. Focusing on the deeply engrained values of a group of 23 working-class boys from South London, ages 14–16, this research critically considers the conception of aspiration and persistent ‘educational underachievement’. White working-class boys in the United Kingdom are frequently labelled as having ‘low aspirations’ or, indeed, no aspirations at all. Through the use of habitus as a conceptual tool, the research intends to serve as an exploration of how the aspiration rhetoric influenced the boys’ conception of ‘loyalty to self’ and their sense of average-ness/ordinariness/’middling’. The boys’ habitus undergoes complex ‘identity work’ in order to reconcile competing and contrasting conceptions of aspiration. 相似文献