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.
Considering the format, structure, and logistics of the Koru course, one is struck by how even these practical aspects of the model make it possible for students to learn the practice and skills being taught. A critical aspect of the model is the emphasis on both meditation and mindfulness-based stress-management skills. This chapter describes the structure and logistics involved in teaching Koru mindfulness. The following elements are reviewed: class structure, including the number and length of classes; recruitment; registration using the Koru teacher dashboard; communication with students; setting; structure; class commitments; and tools for teaching including the Koru mobile app.
Through a highway asphalt pavement condition survey and analysis of the main causes of disease, through material selection and grading design, the design of the treatment structure, class structure using the drainage layer, exclude the internal structure of the water surface; focused on solving the asphalt pavement water damage issues, effectively extending the life of the highway.
The urban class structure: class change and spatial divisions from a multidimensional class perspective
