In this volume scholars from around the world focus on how a Bourdieusian stance can enable a powerful socicultural and cultural analysis of literacy education theory and practice and serve as an effective tool in analyzing relations of hierarchy and domination. Pierre Bourdieu and Literacy Education is intended for researchers, practitioners, and graduate students in literacy education, sociology of education, and curriculum theory, and as a text for advanced courses in these areas.
The way in which the ruling ideas of a social system are related to structures of class, production and power, and how these are legitimated and perpetuated, is fundamental to the sociological project. In this second edition of this classic text, which includes a new introduction by Pierre Bourdieu, the authors develop an analysis of education (in its broadest sense, encompassing more than the process of formal education). They show how education carries an essentially arbitrary cultural scheme which is actually, though not in appearance, based on power. More widely, the reproduction of culture through education is shown to play a key part in the reproduction of the whole social system. The analysis is carried through not only in theoretica
The currency of social capital serves as an important function given the capacity to generate external access (getting to) and internal accountability (getting through) for individuals and institutions alike. Pierre Bourdieu (1986) defines social capital as “the aggregate of the actual or potential resources which are linked to possession of a durable network of more or less institutionalized relationships of mutual acquaintance and recognition or in other words, to membership in a group” (p. 251). Social capital contains embedded resources as a tool for manifesting opportunities and options among individuals and groups. Inevitably, the aforementioned opportunities and options become reflective of the depth and breadth of access and accountability experienced by the individual and institution. As educational stakeholders, we must consistently challenge ourselves with the question, “How do K-12 schools and colleges and universities accomplish shared, egalitarian goals of achieving access and accountability?” Such goals become fundamental toward ensuring students matriculating through K-12 and higher education, irrespective of background, are provided the caliber of education and schooling experience to prepare them for economic mobility and social stability. To that end, the volume, Contemporary Perspectives on Social Capital in Educational Contexts (2019), as part of the book series, Contemporary Perspectives on Capital in Educational Contexts, offers a unique opportunity to explore social capital as a currency conduit for creating external access and internal accountability for K-12 and higher education. The commonalities of social capital emerging within the 12 chapters of the volume include the following: 1) Social Capital as Human Connectedness; 2) Social Capital as Strategic Advocacy; 3) Social Capital as Intentional Engagement; and 4) Social Capital as Culturally-Responsive Leadership. Thus, it becomes important for institutions of education (i.e. secondary, postsecondary, continuing) and individuals to assume efforts with intentionality and deliberateness to promote access and accountability.
Fully updated and revised, the second edition of New Learning explores the contemporary debates and challenges in education and considers how schools can prepare their students for the future. New Learning, Second Edition is an inspiring and comprehensive resource for pre-service and in-service teachers alike.
Bourdieu and Literature is a wide-ranging, rigorous and accessible introduction to the relationship between Pierre Bourdieu's work and literary studies. It provides a comprehensive overview and critical assessment of his contributions to literary theory and his thinking about authors and literary works. One of the foremost French intellectuals of the post-war era, Bourdieu has become a standard point of reference in the fields of anthropology, linguistics, art history, cultural studies, politics, and sociology, but his longstanding interest in literature has often been overlooked. This study explores the impact of literature on Bourdieu's intellectual itinerary, and how his literary understanding intersected with his sociological theory and thinking about cultural policy. This is the first full-length study of Bourdieu's work on literature in English, and it provides an invaluable resource for students and scholars of literary studies, cultural theory and sociology.
Bourdieu's work is formidable - the journey is tough. Follow this French foreign legion - take an apple, take a hanky - but take this book' - "Peter Beilharz, La Trobe University "A good range of recent examples from popular culture are used to flesh out the material in accessible terms. These examples are deployed very well indeed - rather than being tacked-on illustrations of an idea, they are instead used at the heart of the explanation of the ideas'" - David Gauntlett, Leeds University " Now considered one of the most influential thinkers of the 20th century, Pierre Bourdieu has left his mark on most of the 'big' theoretical issues in the world of contemporary theory: gender, subjectivity, the body, culture, citizenship, and globalization. His terms are now commonplace: 'social capital', 'cultural capital', 'field', and 'habitus'. Bourdieu examines how people conduct their lives in relation to one another and to major social institutions. He argues that culture and education aren't simply minor influences, but as important as economics in determining differences between groups of people. Unlike the other grand systematisers Marx and Foucault, Bourdieu has tested these arguments in detailed fieldwork. His range is eclectic, his vision is vast, and his writing is often dense and challenging. Understanding Bourdieu offers a comprehensive introduction to Bourdieu's work. It is essential reading for anyone tackling him for the first time.
The articles collected in this volume draw on or relate to a body of work that has become known as the 'New Literacy Studies' (NLS), which studies literacy as situated semiotic practices that vary across sites in specific ways that are socially shaped. The collection offers a body of empirically and theoretically based papers on literacy ethnography as well as providing engagements with critical issues around literacy and education. The articles offer complementary perspectives on research and theory in literacy studies and include research perspectives from Africa, Asia, Australia, Europe, as well as North and South America. The researchers are all concerned to take the work of the New Literacy Studies further by expanding on its conceptual resources and research sites.
