Bourdieu for Educators

Informationen zum Autor Fenwick W. English (Ph.D.) is the R. Wendell Eaves Senior Distinguished Professor of Educational Leadership in the School of Education at the University of North Carolina at Chapel Hill, a position he has held since 2001. As a scholar/practitioner he has held positions as a school principal and superintendent of schools in California and New York and as a department chair, dean, and vice-chancellor of academic affairs at universities in Ohio and Indiana. He is the former President of the University Council of Educational Administration (UCEA) and of the National Council of Professors of Educational Administration (NCPEA). His research has been reported in national and international academic forums. He edited the 2006 SAGE Encyclopedia of Educational Leadership and Administration, the 2009 SAGE Library of Educational Thought and Practice: Educational Leadership and Administration; and the 2011 SAGE Handbook of Educational Leadership (2nd Ed.). In 2013, he received the Living Legend Award from NCPEA for his lifetime contribution to the field of educational leadership. Klappentext Educational change and reform on a larger scale Bourdieu for Educators: Policy and Practice, brings the revolutionary research and thinking of Pierre Bourdieu (1930[en]2002) of France to public educational leaders in North America, Canada, Australia, and the U.K. This text brings Bourdieu's corpus into the arena of elementary and secondary educational reform and change, and offers policy, research, and practice discussions. Authors Fenwick W. English and Cheryl L. Bolton use Bourdieu to challenge the standards movement in different countries, the current vision of effective management, and the open market notion connecting pay to performance. The text shows that connecting pay to performance won't improve education for the poorest group of school students in the U.S., Canada, or the U.K., regardless of how much money is spent trying to erase the achievement gap. The authors layout the bold educational agenda of Pierre Bourdieu by demonstrating that educational preparation must take into account larger socioeconomic-political realities in order for educational change and reform to make an impact. Zusammenfassung This text brings Bourdieuâ²s corpus into the arena of elementary and secondary educational reform and change, and offers policy, research and practice discussions. Inhaltsverzeichnis Chapter 1: Introducing Pierre Bourdieu to Educational Practitioners Bourdieu's Biography Vielseitigkeit: What is Distinctive About Bourdieu Understanding the Nature of Pedagogic Work as Political Struggle The "Culture Wars" in the U.S. and the U.K.: Similarities and Differences The Battle Over the Correct Academic Subjects and Proper Pedagogic Work The Concept of Misrecognition and How It Works Some History with Misrecognition in the Past Building Awareness of the Forces at Play Without New Eyes: The Blinders of Doxa as Orthodoxy Bourdieu as the Public Intellectual, Activist and Provocateur Chapter 2: Unmasking the School Asymmetry and the Social System Bourdieusian Cornerstones Bourdieu's Concept of Habitus An Example of Neighborhood Habitus A Case Study of How Family Habitus Works to Shape Career Aspirations The Intersection of Class, Social Space and the Field An Example of a Field with Its Own Logic The Cultural Arbitrary The Plight of Minority Children Facing the Dominant Cultural Arbitrary in Schools How the System Works as a Game Who Benefits from Schools as They Are? Illuiso and Unquestioned Loyalty to Continuing Orthodoxies The Bounded Nature of Choice Within a Designated Social Space Educational Inequalities Must Remain Unnamed Connecting the Dots: The Importance of Family in School Success The Challenge of Reducing Social Inequality as an Educational GoalFenwick W. English (Ph.D.) is the R. Wendell Eaves Senior Distinguished Professor of Educational Leadership in the School of Education at the University of North Carolina at Chapel Hill, a position he has held since 2001. As a scholar/practitioner he has held positions as a school principal and superintendent of schools in California and New York and as a department chair, dean, and vice-chancellor of academic affairs at universities in Ohio and Indiana. He is the former President of the University Council of Educational Administration (UCEA) and of the National Council of Professors of Educational Administration (NCPEA). His research has been reported in national and international academic forums. He edited the 2006 SAGE Encyclopedia of Educational Leadership and Administration, the 2009 SAGE Library of Educational Thought and Practice: Educational Leadership and Administration; and the 2011 SAGE Handbook of Educational Leadership (2nd Ed.). In 2013, he received the Living Legend Award from NCPEA for his lifetime contribution to the field of educational leadership.

Klappentext

Educational change and reform on a larger scale Bourdieu for Educators: Policy and Practice, brings the revolutionary research and thinking of Pierre Bourdieu (1930[en]2002) of France to public educational leaders in North America, Canada, Australia, and the U.K. This text brings Bourdieu's corpus into the arena of elementary and secondary educational reform and change, and offers policy, research, and practice discussions. Authors Fenwick W. English and Cheryl L. Bolton use Bourdieu to challenge the standards movement in different countries, the current vision of effective management, and the open market notion connecting pay to performance. The text shows that connecting pay to performance won't improve education for the poorest group of school students in the U.S., Canada, or the U.K., regardless of how much money is spent trying to erase the achievement gap. The authors layout the bold educational agenda of Pierre Bourdieu by demonstrating that educational preparation must take into account larger socioeconomic-political realities in order for educational change and reform to make an impact.

Zusammenfassung
This text brings Bourdieu's corpus into the arena of elementary and secondary educational reform and change, and offers policy, research and practice discussions.

Inhalt

Chapter 1: Introducing Pierre Bourdieu to Educational Practitioners
Bourdieu's Biography
Vielseitigkeit: What is Distinctive About Bourdieu
Understanding the Nature of Pedagogic Work as Political Struggle
The "Culture Wars" in the U.S. and the U.K.: Similarities and Differences
The Battle Over the Correct Academic Subjects and Proper Pedagogic Work
The Concept of Misrecognition and How It Works
Some History with Misrecognition in the Past
Building Awareness of the Forces at Play
Without New Eyes: The Blinders of Doxa as Orthodoxy
Bourdieu as the Public Intellectual, Activist and Provocateur
Chapter 2: Unmasking the School Asymmetry and the Social System
Bourdieusian Cornerstones
Bourdieu's Concept of Habitus
An Example of Neighborhood Habitus
A Case Study of How Family Habitus Works to Shape Career Aspirations
The Intersection of Class, Social Space and the Field
An Example of a Field with Its Own Logic
The Cultural Arbitrary
The Plight of Minority Children Facing the Dominant Cultural Arbitrary in Schools
How the System Works as a Game
Who Benefits from Schools as They Are?
Illuiso and Unquestioned Loyalty to Continuing Orthodoxies
The Bounded Nature of Choice Within a Designated Social Space
Educational Inequalities Must Remain Unnamed
Connecting the Dots: The Importance of Family in School Success
The Challenge of Reducing Social Inequality as an Educational Goal
Chapter 3: The Curriculum, Qualifications and Life Chances
The Three Forms of Capital
Empirical Validation of the Impact of Social Capital on School Success
The Power of Cultural Capital and Bourdieu's Own Experience as a Studen…