Toward a (Re)Integrated Application of Bordieuan Theory

2021 ◽  
pp. 004208592110165
Author(s):  
Patricia McDonough ◽  
Elvira J. Abrica
Keyword(s):  
Critical Analysis ◽  
Symbolic Violence ◽  
Educational Systems ◽  
Class Structure ◽  
Educational Inequalities ◽  
Class Reproduction ◽  
Cultural Forces ◽  
Structure Class

Bourdieu’s critical analysis of capital (BCAC) is a useful tool for unmasking how schools legitimate class structure and identifying the institutional, societal, and cultural forces that structure class reproduction and oppression. In this paper, we examine the ways educational researchers have constrained the critical application of Bourdieu’s concepts. We highlight the utility of BCAC for exposing the symbolic violence that educational systems enact upon students and families who are unfamiliar with the “culture of power.” Our purpose is to engage in a revitalized critique against the reproduction of educational inequalities and explicate how BCAC is useful toward these ends.

scholarly journals The Reflexible Person

2021 ◽  
Vol 1 (2) ◽  
pp. 51-71
Author(s):  
Rolf Arnold ◽  
Michael Schön
Keyword(s):  
Education System ◽  
Critical Analysis ◽  
System Development ◽  
System Change ◽  
The Self ◽  
Educational Systems ◽  
Evidence Based ◽  
Constructivist Pedagogy ◽  
German Education ◽  
Effective Conditions

Referring to the European and especially the German education system, this article first identifies that both forms of governance in educational systems as well as pedagogical professionalization have fallen behind. We present new proposals for a substantive and evidence-based reinterpretation and reshaping of what education is and can be and how educational systems can be changed. In order to address these shortcomings, we follow suggestions of a systemic-constructivist pedagogy, and highlight concrete strategies and starting points of an awareness-based system change in the field of educational system development are pointed out. This attempt to not only rethink education, but also to shape it, is based on a critical analysis of the often stagnant internal educational reforms, and the concepts and routines that characterize these stagnant reforms. We hypothesize that, in order to break free from this stagnation, a continuous self-transforming subjectivity of the responsible actors is necessary. This explanatory framework is extended in this article to the figure of the ”reflexible person” (Arnold, 2019a), whose main characteristic is reflexibility, in the sense of being reflexive as well as flexible. The reflexible person possesses practiced and strengthened competencies for observation and reflection including of the self, as well as reinterpretation and transformation. These competences are substantiated and specified as prerequisites and effective conditions for an awareness-based system change in educational systems. In addition, possible ways of promoting and developing them are pointed out.

scholarly journals Are tracking recommendations biased? A review of teachers’ role in the creation of inequalities in tracking decisions

2021 ◽  
Author(s):  
Anatolia Batruch ◽  
Sara Geven ◽  
Emma Kessenich ◽  
Herman Gerbert van de Werfhorst
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Future Study ◽  
Ethnic Background ◽  
Educational Institutions ◽  
Educational Systems ◽  
Educational Inequalities ◽  
Teacher Recommendations ◽  
Ethnic Biases ◽  
Teachers Attitudes

Sorting students into hierarchically ordered tracks or streams on the basis of their academic performance (i.e., tracking) is ubiquitous in educational systems, and oftentimes based on teachers’ track recommendations. International surveys indicate that tracking is associated with educational inequalities. To determine if inequalities in tracking may be due to teacher recommendations being biased against students from disadvantaged socio-economic and/or ethnic backgrounds, we conducted a systematic review of 26 recent articles on tracking recommendations and students’ socio-economic or ethnic background. We find that teacher recommendations are biased against students from disadvantaged socio-economic backgrounds, yet evidence with respect to ethnic biases is more mixed. We also conducted an integrative review to examine which factors may account for social and ethnic inequalities in teacher tracking recommendations. We conclude that students’, parents’ and teachers’ attitudes and behaviours play a role in tracking recommendations but cannot fully account for the inequality in these recommendations. We discuss promising areas for future study, and argue that research may want to focus on finding institutional moderators in order to combat biases in educational institutions.

Educational inequalities in general health: Does the curricular tracking system matter?

2019 ◽  
Vol 63 (1) ◽  
pp. 63-81 ◽  
Author(s):  
Katrijn Delaruelle ◽  
Mieke Van Houtte ◽  
Piet Bracke
Keyword(s):  
General Health ◽  
Social Inequalities ◽  
Tracking System ◽  
European Social Survey ◽  
Educational Systems ◽  
Educational Inequalities ◽  
Institutional Perspective ◽  
The United Kingdom ◽  
Wide Range ◽  
Educational Groups

Educational tracking amplifies social inequalities in a wide range of outcomes. From an institutional perspective, the current study examines whether this holds for educational disparities in general health. To investigate this question, we use information from the European Social Survey (Rounds 1–8: 2002–2016) for individuals between the ages of 18 and 45 years ( N = 99,771) in 22 European countries. The estimated three-level hierarchical models indicate that tracking is indeed associated with larger educational inequalities in overall health. Individuals who have attained vocational education fare worse in terms of general health than do individuals who have pursued academic qualifications. However, the strength of association is much higher in countries with highly tracked systems (e.g. Germany and Czech Republic) than it is in countries with more comprehensive systems (e.g. the United Kingdom and Scandinavian countries). This result suggests that health inequalities between educational groups can be reduced by reorganizing secondary educational systems.

scholarly journals “Enjoy your experience”: Symbolic violence and becoming a tasteful state cannabis consumer in Canada

2021 ◽  
pp. 146954052199087
Author(s):  
Patricia Cormack ◽  
James Cosgrave
Keyword(s):  
The State ◽  
Subject Position ◽  
Symbolic Violence ◽  
Extended State ◽  
Point Of Sale ◽  
Marijuana User ◽  
Class Reproduction ◽  
State Monopoly ◽  
The Moment ◽  
Emotional Identification

This article explores the legalization and marketing of recreational cannabis in Canada, specifically the province of Nova Scotia, that has extended state monopoly over sales. Beginning with Howard Becker’s classic analysis of “becoming a marijuana user,” this ethnographic investigation of the first day of state cannabis sales utilizes and extends Bourdieusian analyses, particularly by showing how “symbolic violence” and “taste distinctions” work beyond overt class reproduction to establish state classifications and rituals. The practices we observe show state formation in action at the point of sale, including education, warning, prohibition, and promotion. As we demonstrate, the state marketing of cannabis works to invite emotional identification toward becoming the state consumer as an embodied habitus. The citizen is not just redeemed morally by the legal recategorization of cannabis but brought into a new subject position as good consumer citizen at the moment of ritual consumption, that is, brought into a “tasteful state.”

scholarly journals Women Victimization on Islamic State of Iraq and Syria (ISIS):A Critical Analysis On Terrorist Wives

2020 ◽  
Vol 6 (1) ◽  
pp. 1-23
Author(s):  
Leebarty Taskarina
Keyword(s):  
Critical Analysis ◽  
Qualitative Approach ◽  
Symbolic Violence ◽  
Terrorist Group ◽  
Islamic State ◽  
Multiple Impacts ◽  
Multiple Victimization ◽  
Counter Terrorism ◽  
The Government ◽  
The Invisible

Nowadays, perpetrators on terrorism are not male dominated. Research in this thesis discusses women involvement as terrorist wives to support their husband and their terrorist group. This research focused on the process of how wives were brought and involved in terrorism by their husband. Terrorist wives are the invisible victim of terrorism, they are involved not by their own will. Pressure, intimidations, dominance and symbolic violence in their household moving towards new kind of victimization. Using qualitative approach in dept interview with two terrorist wives, this research found terrorist wives experienced multiple victimization. Another findings is also made that wives are unconcious that they are actually victims with society unawareness shows that there is omission by the government. Terrorist wives are not only experienced multiple impacts, but also they are neglected victims of counter-terrorism systems.

Sign in / Sign up

Export Citation Format

Share Document