Broken Glass: The Social Evil of Urban Poverty and a Critical Education

2018 ◽  
Vol 33 (7) ◽  
pp. 1076-1102 ◽  
Author(s):  
Quentin Wheeler-Bell
Keyword(s):  
Cultural Capital ◽  
Urban Youth ◽  
Urban Poverty ◽  
Board Of Education ◽  
Critical Education ◽  
Social And Cultural Capital ◽  
Social Evil ◽  
The Social ◽  
Racial Domination ◽  
Mainstream Society

Ghettos are a social evil. They are social atrocities maintained by inexcusable racist laws and practices, structures of class domination, and institutionalized political marginalization. After Brown v. The Board of Education, educational reformers have increasingly (mis)framed the problem of “ghetto schools” as a failure to provide urban youth with the social and cultural capital to integrate into mainstream society. This integrationist approach is insufficient because it inadequately addresses the social evil of ghetto poverty. Instead, I argue, a critical education approach is morally more appropriate because it focuses on giving children the tools for transforming capitalism and racial domination.

Socio-cultural Resource for Kazakhstan Modernization

2012 ◽  
pp. 74-82 ◽  
Author(s):  
A. Stavinskaya ◽  
E. Nikishina
Keyword(s):  
Social Capital ◽  
Cultural Capital ◽  
Competitive Advantages ◽  
Institutional Reforms ◽  
Cultural Resource ◽  
Bonding Social Capital ◽  
Social And Cultural Capital ◽  
The Social ◽  
Social And Economic Development ◽  
Cultural Features

The opportunities of the competitive advantages use of the social and cultural capital for pro-modernization institutional reforms in Kazakhstan are considered in the article. Based on a number of sociological surveys national-specific features of the cultural capital are marked, which can encourage the country's social and economic development: bonding social capital, propensity for taking executive positions (not ordinary), mobility and adaptability (characteristic for nomad cultures), high value of education. The analysis shows the resources of the productive use of these socio-cultural features.

Creating Social Spaces for Artists

2015 ◽  
Author(s):  
Daniel B. Cornfield
Keyword(s):  
Cultural Capital ◽  
Social Enterprise ◽  
Turning Points ◽  
Career Pathways ◽  
Social Enterprises ◽  
Social Entrepreneur ◽  
Social Entrepreneurs ◽  
Social And Cultural Capital ◽  
The Social ◽  
The Impact

This chapter considers the pathways to becoming an artistic social entrepreneur. Previous research on social entrepreneurs has emphasized the impact of one's stock of human, social, and cultural capital on one's mobilization of requisite resources for launching and sustaining a social enterprise. Less sociological attention has been given to the influence of career-biographical factors, such as family, religion, education, and pivotal career turning points that may inspire and compel one to become a social entrepreneur and to envision and shape one's social enterprise, let alone an artistic social enterprise. The profiles of four artistic social entrepreneurs in this chapter illustrate how their strategic and risk orientations and career pathways shape the social enterprises they envision and influence their assumption and enactment of their roles as artist activists.

scholarly journals Becoming a Diplômé in Kinshasa. Education at the Intersection of Politics and Urban Livelihoods

2016 ◽  
Vol 15 (1) ◽  
pp. 5-26 ◽  
Author(s):  
Katrien Pype
Keyword(s):  
Cultural Capital ◽  
The State ◽  
Social Difference ◽  
Social And Cultural Capital ◽  
The Social ◽  
Urban Livelihoods ◽  
Urban Livelihood ◽  
Book Knowledge

Like other cities around the globe where the state organizes exams, Kinshasa’s exétat shows the degree to which social difference and urban livelihood are intimately connected. However, despite the assumption that diplômés master book knowledge, recent changes in the practice of the exétat have transformed the meaning of a diplômé, turning that figure into a yankee, i.e., someone who possesses street knowledge that comes from experience with the informal and the illegal. More abstractly, the identity of a diplômé has become a signifier for the opposite of its taken-for-granted signified. Kinois society publicly acclaims the social and cultural capital attached to school degrees; however, most recent diplômés have obtained their degree through bribes and organized cheating.

Race Tracks: Career Aspirations and Feelings of Isolation in the Mainstream Classroom

2019 ◽  
Vol 52 (2) ◽  
pp. 284-311
Author(s):  
Todd McCardle
Keyword(s):  
United States ◽  
Black Students ◽  
Cultural Capital ◽  
Students Of Color ◽  
Southeastern United States ◽  
Career Aspirations ◽  
Racial Segregation ◽  
Social And Cultural Capital ◽  
The Social ◽  
Magnet High School

Situated within scholarly research on tracking, within-school racial segregation, and student career aspirations, this qualitative study examines how three Black students in the mainstream program at a magnet high school in the Southeastern United States discussed their career aspirations. Results indicate that while each participant aspired to attend college, their isolation from the social and cultural capital needed to successfully apply for colleges and their academic status within their school would serve as hindrances in gaining access to institutions that would help them accomplish their career aspirations. The data reveal a need to challenge educational policy such as tracking that has historically targeted and marginalized students of color and continues to provide unnecessary obstacles as they seek to reach their ambitions.

Employable identities

2021 ◽  
Author(s):  
Emily Greenbank
Keyword(s):  
Cultural Capital ◽  
Labour Market ◽  
Market Performance ◽  
Social Constructionist ◽  
Social And Cultural Capital ◽  
Experience Levels ◽  
The Social ◽  
Forced Migrants

Abstract Navigating the labour market in a new context can be a challenge for any migrant, and particularly so for former refugees, who are often unable to find employment appropriate for their qualification and experience levels. This study takes an Interactional Sociolinguistic approach to exploring how three former refugees navigate employability in narrative, from the social constructionist perspective of employable identities, emergent from and negotiated within discourse. The study focuses specifically on the participants’ discursive navigation of their various (Bourdieusian) social and cultural capital and its importance to labour market performance. Evident in the data are the difficulties of translating – or having recognised – a lifetime’s accumulation of capital, often rendered worthless upon migration. Such challenges impact upon forced migrants’ ability to successfully enact employability, and subsequently upon their imagined (future) identities. This research highlights former refugees’ complex challenges involved with successful navigation of employability in a new context.

The Social Capitalists

2018 ◽  
Author(s):  
Rosanna Hertz ◽  
Margaret K. Nelson
Keyword(s):  
Cultural Capital ◽  
Group Membership ◽  
Social And Cultural Capital ◽  
The Social ◽  
New Ideas ◽  
To Come

The parents in the Social Capitalist network introduce a set of new ideas about the meaning of relationships with donor siblings. Rather than trying to squeeze themselves into any preexisting model of family, they actively negotiate their own rules for interaction and for language (including use of the word “dibling”). They also introduce a set of new ideas about the benefits the group can provide. They state quite clearly that they value the social and cultural capital available through group membership. The parents scurry to become members early (while their children are under the age of five) because they want both to influence the group’s formation and to secure the benefits they hope their children will receive in years to come. Because the children are so young, we hear only from the parents.

Family Social, Cultural and Economic Resources’ Effect on the Affordability of University Education in Russia

2015 ◽  
Vol 4 (2) ◽  
pp. 63-65
Author(s):  
Куканова ◽  
Viktoriya Kukanova ◽  
Крупеникова ◽  
L. Krupenikova
Keyword(s):  
Higher Education ◽  
Cultural Capital ◽  
Economic Resources ◽  
University Education ◽  
Russian Society ◽  
Economic Potential ◽  
Social And Cultural Capital ◽  
The Social ◽  
The Family ◽  
The Individual

In this article considers the factors of accessibility of higher education in Russia. By studying the problem of accessibility to higher education in the Russian society, it was identified two main criteria that are important for admission to higher education: social and cultural capital of the individual and the social and economic potential of his family. Also, accessibility of higher education is not only opportunity to go to university, but also to be able to go through the entire studying period. The main difficulties hindering the completion of education, is the difficulty in the studying of teaching material and in adaptation to loads, it is reasons related to the cultural capital of the family.

Reflections on Brown vs. Board of Education and School Integration Today

2019 ◽  
Vol 26 ◽  
pp. 37-57
Author(s):  
Lawrence Blum ◽  
Keyword(s):  
Cultural Capital ◽  
Disadvantaged Students ◽  
School Integration ◽  
Board Of Education ◽  
Educational Justice ◽  
Social And Cultural Capital ◽  
Education Today ◽  
Education Decision ◽  
Equality In Education ◽  
Middle Class Families

The Brown vs. Board of Education decision of 1954 mandated school integration. The decision also to recognize that inequalities outside the schools, of both a class- and race-based nature, prevent equality in education. Today, the most prominent argument for integration is that disadvantaged students benefit from the financial, social, and cultural “capital” of middle class families when the children attend the same schools. This argument fails to recognize that disadvantaged students contribute to advantaged students’ educational growth, and sends demeaning messages to the disadvantaged students and messages of unwarranted superiority to the advantaged. Parents, teachers, and schools can adopt a justice perspective that avoids these deleterious aspects of the capital argument, and helps create a community of equals inside the integrated school. Struggles for educational justice must remain closely linked with struggles of both a class- and race-based nature for other forms of justice in the wider society.

scholarly journals “That Was What I Had to Use”: Social and Cultural Capital in the Careers of Women Broadcasters

2018 ◽  
Vol 96 (1) ◽  
pp. 194-214 ◽  
Author(s):  
Tracy Lucht ◽  
Kelsey Batschelet
Keyword(s):  
United States ◽  
Public Sphere ◽  
Cultural Capital ◽  
The United States ◽  
Social And Cultural Capital ◽  
The Public ◽  
Women's Participation ◽  
The Social ◽  
Full Participation ◽  
The Public Sphere

This study uses in-depth, biographical interviews to understand a range of historical experiences in the careers of individual women broadcasters in the Midwest, a region of the United States that has received relatively little attention from media scholars. The findings demonstrate the barriers these women faced as well as the social and cultural capital available to them as they pursued diverse roles in an industry that did not welcome their full participation. The study contributes to scholars’ understanding of women’s participation in the public sphere during the 1950s to 1970s.

The Influence of Social and Cultural Capital on Student Persistence

2019 ◽  
pp. 56-68
Author(s):  
H. Kay Banks
Keyword(s):  
Social Capital ◽  
Mixed Methods ◽  
Cultural Capital ◽  
Student Persistence ◽  
School Success ◽  
Research Study ◽  
Social And Cultural Capital ◽  
Mixed Methods Approach ◽  
The Social ◽  
Growing Body

Using a mixed-methods approach, this chapter examines the use of the social and cultural capital questionnaire to measure capital, combined with student narrative experiences to gauge student persistence. An analysis of the interviews from the participants' experiences provided four themes: faculty/professors, family, self-motivation, and finances. In this study, social capital was more positively related to school success as a factor of persistence than cultural capital. The findings of this research study contributes to this growing body of literature by providing a unique survey instrument designed to assess the influence of social and cultural capital.

Sign in / Sign up

Export Citation Format

Share Document