Pierre Bourdieu and Literacy Education
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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. Although there has been a growing body of Bourdieusian-inspired research in various sectors of education, this book is the first to present both theoretical and practical articulation of his ideas in the field of literacy education. It brings together three major clusters of work:
- Rethinking of the doxa of the social fields of language and literacy education
- Explorations of alternative objectifications of educational fields forming around cultural and linguistic minorities, new media and technologies
- Studies on the formation of the literate habitus in homes and classrooms, curriculum and schooling, and addresses theoretical, policy and practical directions
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.
reworked argument is exemplary (Aronowitz and Giroux, 1993; Giroux, 1997). Comparing Bourdieu to other “radical reproductionist” theorists (Anyon, 1980; Bowles and Gintis, 1977; Willis, 1977), Giroux (1983) acknowledges Bourdieu’s invaluable contribution to understanding the nature of schooling in relation to dominant society. He particularly notes Bourdieu’s theorizing of schools as relatively autonomous 18 James Albright ﬁelds in relations to ﬁelds of power, his description of the often
(2002); Calhoun et al. (1993); Swartz (1997); Brown and Szeman (2000); Harker et al. (1990); Lahire (1999a, 1999b); Lane (2000); Mounier (2001); and Robbins (2000) for excellent critical introductions to his work. 48 Claire Kramsch References Bonnewitz, P. (2002) Pierre Bourdieu: Vie, œuvres, concepts. Paris: Ellipses. Boudon, R. (2004) Pourquoi les intellectuels n’aiment pas le libéralisme. Paris: Odile Jacob. Bourdieu, P. (1962) Célibat et condition paysanne. Etudes Rurales, 5–6, 32–135.
substantive literacy learning environments, whether they are Freirian or didactic, whole language or process. It is in part contingent upon student recognition of the teachers’ authority and expertise as cultural elder, the teachers’ demonstrative mastery of and epistemic authority over culturally signiﬁcant texts and aﬃliated practices, and the teachers’ capacity to translate that authority into a structured, reﬂexive set of ritual exchanges built around positive reciprocity. This recognition of
dialogic, critical education—this would involve a systematic and predictable weaving between foci on word and world, text and context, code and meaning, overt instruction with critical analysis, and open discussions of a repertoire of reciprocal obligations and responsibilities. An engagement with both residual and emergent traditions and modes of representation—encouraging the weaving between digital, print, and oral traditions wherever possible, with transliteration between spoken, written and
of the students in their interactions with them, it was diﬃcult to engage students in sustained academic work and so to make demonstrative progress in subject areas such as math, science and literacy. It might seem from this description of Prairie’s history, location, building characteristics, and the general discourses that circulated about the program Wireless technology, alternative education reform 119 within the school district and local media, that, from a Bourdieusian structural