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91.
Anna-Maria Meuleman Alison Wrench Sharron King 《International Journal of Inclusive Education》2013,17(5):503-517
The expansion of neo-liberal policies' framing higher education has contributed to an increase in participation rates of students from non-traditional backgrounds. While an increase of a wider range of students might be seen as contributing to a more just and equitable higher education system, research has shown that broadening entry points does not necessarily ensure inclusion or positive experience for these students. This research investigated the experiences of first in family, rural and international students as they transitioned into their first year of university. Focus group interviews and surveys were used to collect data. Using Bourdieu's theory of field, habitus and capital as well as Weiss's dimensions of loneliness findings illuminate a number of poignant experiences for non-traditional students. We suggest that facilitating the transition for non-traditional students might require a cultural change by universities and a move away from the notion that the students need to ‘adapt’ to university. Rather, the evolving university might provide for increasingly diverse student cohorts by embracing their habitus and unique features. 相似文献
92.
Stephanie Jones 《Teaching Education》2013,24(2):131-152
The present article draws on data from a three-year study of pedagogy in teacher education that attempts to disrupt normative structures of reading and being in the teacher education classroom. The author uses Bourdieu’s work to emphasize the ways in which academic fields become ruled by unspoken rules and practices – “nomos” – and demonstrates a use of trauma narratives in teacher education that can disrupt such unspoken rules and practices. The article challenges taken-for-granted assumptions in teacher education that students must be positioned as future teachers; that reading educational research and texts should be a priority; that writing assignments should be privileged; and that a cognitive approach to learning in teacher education should be privileged. 相似文献
93.
陆志国 《商丘师范学院学报》2013,(7):74-78
20世纪20年代后期,文学先锋派创造社、太阳社等对革命文学的命名和论争实质上是对文学场内话语权的争夺。他们对革命文学设定的规范及对茅盾小说的评论使茅盾主动参与这场论争,体现出茅盾在文学和政治上的双重考虑。稍后翻译俄国作家丹青科的小说《文凭》则是茅盾为推出文学范本,挑战先锋话语、重新阐释文学规范并摆脱身份危机所作的努力。 相似文献
94.
Naomi Flynn 《British Journal of Sociology of Education》2013,34(2):225-242
Teachers in classrooms throughout England are facing a shifting demographic in their pupil intake. Where the teaching of children whose first language was not English was once considered an inner-city teachers' role, more recent migration patterns have challenged this preconception. In England in particular, this change sits against an historical backdrop of centralised control of the curriculum for English. This article explores how primary school teachers responded to the arrival of Polish children in county settings following EU accession in 2004. Interviews with a small sample of teachers in schools that had previously been mainly monolingual were coded using Bourdieu's Logic of Practice. Analysis revealed a complex mix of experiences that appeared to rest on assumed pedagogical norms and professionally assimilated external pressures. Discussion centres on the author's interpretation of teachers' ownership of linguistic capital and its relationship to the linguistic field. 相似文献
95.
Chris Holligan 《International journal of qualitative studies in education》2013,26(10):1249-1270
The paper privileges the voices of British social anthropologists examining their perceptions of how their research expertise was acquired. Reference is made to the case of education research in Britain, which, by comparison with social anthropology, reveals limited capacity as measured through performance audits of scientific research quality. The paper endeavours to facilitate knowledge transfer by uncovering and theoretically classifying the origins of research capacity. Life history interviews provide the data which illuminate the grounded nature of symbolic capital. The intellectual formation of the sample is characterised through Pierre Bourdieu’s theorisation of symbolic capital. The results indicate that research capacity can be characterised in terms of a transmission of symbolic capital, including that gained in the field through institutional affiliations whose reputational assets enhance the power of academics to play the game. 相似文献
96.
Teaching in the dark: The geopolitical knowledge and global awareness of the next generation of American teachers 总被引：1，自引：0，他引：1
This study examines the geopolitical knowledge and global awareness of American upper-level undergraduate university students in a large teacher education program. The context for the study involves the educational implications to which scholars and policy-makers increasingly call attention. Many of the perceived implications of globalization suggest a challenging and significant role for teachers in a time of change. On measures of geopolitical knowledge, awareness of prominent international leaders and organizations, and salient demographic characteristics of major countries this exploratory survey suggests a high degree of inattention, insularity, and lack of awareness among the prospective teachers. There is little evidence of widely shared geopolitical referents that would serve as the basis of informed discussion or teaching about the meaning and ramifications of the diverse tendencies of globalization. 相似文献
97.
Yang Yang 《Educational Philosophy and Theory》2013,45(14):1522-1540
This article sets out to go beyond those criticisms that claim Bourdieu’s theory is structuralist determinism and identifies how change can be realized within a Bourdieusian framework. Starting with Bourdieu’s theory of practice, the first part of this article aims to develop an understanding of the interlocking relationship between capital, habitus and field. The review shows that the inability to anticipate change is arguably the most crucial weakness of the Bourdieusian framework. The second part examines Bourdieu’s attempts that seemingly challenge the determinist criticism: ‘reproduction strategy’, ‘reflexivity’ and ‘hysteresis effect’. By relocating these concepts in Bourdieu's grand social theory, it then becomes clear that change is attainable in Bourdieusian theory if we can successfully identify the ‘mismatch’ between the field and habitus that can trigger the awakening of consciousness, fully recognize the neglected, but equally important, methodical mode of habitus formation, which is ‘explicit pedagogy’, and strategically engage with an open system that provides new possibilities. By scrutinizing Bourdieu in his original texts, with an eye to finding the ‘hidden essence’, this article hopes to show the need to take a certain theoretical innovation, one that is clearly outside the habitual use of Bourdieu’s theory. 相似文献
98.
Megan Watkins 《Educational Philosophy and Theory》2013,45(13):1240-1248
This article engages critically with Bourdieu’s notion of field. It questions the emphasis that Bourdieu places on what he terms ‘objective relations’ at the expense of the actual relations of those within a field. This not only involves relations between human actors but the interactions of humans with the non-human such as inanimate objects that over time, and in particular spaces, engender certain forms of embodiment. The intention of the article is to think through these phenomenological dimensions of field. It does this by firstly examining these issues as theoretical questions before siting them within an empirical context, revisiting data from an earlier study into the differential achievement of students of Chinese-, Pacific Islander- and Anglo-Australian backgrounds to ascertain the ways in which various micropractices performed within the home promote different dispositions to learning, some more and some less of value at school. 相似文献
99.
《Critical Studies in Education》2013,54(2):137-151
With the launch of the ‘My School’ website in 2010, Australia became a relative latecomer to the publication of national school performance comparisons. This paper primarily seeks to explore the school choice experience as framed by ‘My School’ website, for participating middle-class families. We will draw on Bourdieusian theory of cultural capital and relationship networks and Australian-based school choice research in order to contribute to understandings regarding the application of ‘My School’ data within participating families. Data collection consisted of qualitative, semi-structured, in-depth interviews with five families, each based within inner-city suburbs of Melbourne, Victoria. The findings of this small-scale study indicate that participating middle-class families possessed highly developed strategies for locating and achieving enrolment in school-of-choice and therefore did not seek to apply available data on ‘My School’ to decision-making, despite each participant reviewing the available data. 相似文献
100.
Marjorie Bonello Jon Wright Jane Morris Gaynor Sadlo 《Studies in Continuing Education》2018,40(1):1-16
Interprofessional education (IPE) is perceived to be one strategy to reduce professional compartmentalisation and improve collaborative practices. The unequal power relations existing between the various professions who need to collaborate for IPE remains largely unexamined and it is only in recent years that sociological theories have been employed within the interprofessional field. This paper uses selected findings from an exploratory case study into IPE conducted at the University of Malta and then examines these findings from a Bourdieusian perspective. The first part of this paper introduces the breath of theoretical perspectives employed for IPE and then goes on to provide an overview of Bourdieu’s theories of social practices. The second part outlines the context of this case study and presents selected findings. The third section discusses how these findings were examined using Bourdieu’s concepts helping us demystify the various ways in which health care professions worked and interacted, and how this all made sense within a wider societal context. It also highlights the relevance of taking into account Bourdieu’s concepts during the development of IPE. 相似文献