Pierre Bourdieu and Literacy Education by Luke, Allan, Albright, James -- Read -- Imperial Library of Trantor

Index

Contents Illustrations

Figures Tables

Preface

References Acknowledgments

Part I Objectifying the field

Chapter 1 Introduction

References

Chapter 2 Problematics and generative possibilities

Bourdieu’s reception in American sociology Issues of difference and agency in Bourdieu’s theorizing The centrality of normativity in Bourdieusian theorizing and research Normativity and education Literacy education References

Chapter 3 Pierre Bourdieu

Biographical trajectories Bourdieu’s major concepts

Habitus Field Capital Distinction Symbolic violence

Who’s afraid of Pierre Bourdieu? For a Bourdieusian stance in literacy education Acknowledgments Notes References

Chapter 4 Bourdieu and “literacy education”

“Literacy education” as field and discourse “New Literacy Studies” and the deconstruction of literacy Literacy, the nation, and citizenship Literacy, “skills,” and the globalized new economy The dilemma of “literacy” Notes References

Chapter 5 Pedagogy as gift

Writing as gift Teaching and learning as commodity exchange Reproduction and ritual in pedagogy Joining critical and traditional pedagogies On pedagogy and gifting From commodity to custom Acknowledgments References

Part II Producing the field

Chapter 6 The field of Arabic instruction in the Zionist state

Language instruction in Israel—English versus Arabic The field of Arabic educational policy and practice

The politics of schooling The role of universities Maintenance of the pedagogic status quo

Applying Bourdieu to sectarian polities Notes References

Chapter 7 Wireless technology and the prospect of alternative education reform

Introduction Context of the study Data collection Narrative of events

Year One (2001–02) Assessing outcomes of Year One Assessing curricular and instructional change Wireless technology and teacher education Year Two (2002–03) Assessing outcomes for Year Two

Conclusion References

Chapter 8 Toward a pedagogy of the popular

Framing the popular Hip-hop literacy Hip-hop pedagogy

Curriculum and instruction Reader and text Teacher and student

Dilemmas in deliberation

Academic speak Hip-hop (il)literacy

New directions for Bourdieu, hip-hop, and out-of-school literacies Acknowledgments Notes References

Chapter 9 Critical race perspectives, Bourdieu, and language education

Bourdieu on language: against structuralism and formalism

The ideal speaker–listener Legitimate language Who owns English? Expanding circles of English Appropriate models of English

Decolonializing research: views from the natives

The right to speak Symbolic dominance and symbolic power Cultural capital

Implications for TESOL/BE and literacy education Notes References

Part III Habitus and other

Chapter 10 Tracing habitus in texts

Introduction Data analysis and interpretation Habitus in texts

Case study 1: the prayer bead map Case study II: the Welsh valley farm Case study III: the train texts

The field of schooling Narrative of migration and dislocation Note References

Chapter 11 The capital of “attentive silence” and its impact on English language and literacy education

Introduction Methodology: undertaking research on bilingual life and language choice in a multilingual school Our fieldwork

Participant observation, interviews, audio recording, and document analysis An ethnographic description of academic programming, linguistic diversity, and the language and literacy policies at Northside The desire for institutional monolingualism

A Bourdieusian sociolinguistic analysis of the Cantonese-speaking students’ language practices at school

Peer social capital: extending Pierre Bourdieu’s ideas on capital and language choice

Developing peer social capital by using Cantonese at school Developing peer social capital by not using English Dilemmas and tensions associated with using Cantonese

The capital of attentive silence English language and literacy education in multilingual schools

Conclusion Notes References

Chapter 12 Improvising on artistic habitus

Introduction

Habitus and cultural production Improvising on artistic habitus

Background to study Case studies of improvising on artistic habitus

Case study 1: Taiga Ultera—appropriating reality in three dimensions Case study 2: Anjani Mistry—invoking digital media to find culture Case study 3: Henry Theroux—reacting to a medium to find identity

Conclusion: texts as traces of modified habitus Note References

Chapter 13 Social hierarchies and identity politics

Introduction: struggles for representation in the fifth grade classroom The purpose of a microanalysis of identity positioning

Social spaces, capital, habitus, and reproduction The place of identity politics in literacy theory

Constructing the social world: introducing Room 126 and Gonzales Elementary

Teaching about difference: the official curriculum Taking difference as social capital: friendship groups

“He has no friends”: mapping the social hierarchy Senses of place: the Three Amigas (and Liz)

Race, friendship, and representation: positioning Christina in the Three Amigas Christina writes a Latina identity White privilege, passing, and wanting to be “ghetto”: Christina in context

Who has the right to name and label: “your mom does not look part”

Number the Stars reading groups are assigned: “this is very ironic”

Conclusion and discussion: social group hierarchies, literacy practices, and multicultural curricula

Liz’s sense of place in and out of Gonzales elementary Implications for multicultural education Classroom and pedagogical implications

Notes References

Chapter 14 A “head start and a credit”

Background to the study Exploring cultural capital Data collection and participants Focal student profiles Cultural capital as spatial competence Cultural capital as classroom participation competence Cultural capital as curricular competence Cultural capital as institutional competence Supplying cultural capital? Notes References

Chapter 15 Implications of practice, activity, and semiotic theory for cognitive constructs of writing

Correspondences

Habitus/habits and expertise The role of signs in activity The “sense of playing the game” and performance under the constraint of bounded rationality The role of dialectic and the significance of ill-structured tasks

Implications for how writing is construed Acknowledgments Notes References

Part IV Remaking the field

Chapter 16 Learning from our failures

Ladwig’s case McCollum-Clark’s case The National Reading Panel and No Child Left Behind Why the politics of refusal fails Concluding arguments References

Chapter 17 Using Bourdieu to make policy

How can literacy count? The neoliberal fix Remaking educational policy Policy and capital: an aboriginal community school Literacy education and the realignment of capital References

Postscript

Key concepts and their applications The limits and costs of schooling and literacy References

Index

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