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The way in which the ruling ideas of a social system are related to structures of class, production and power, and how these are legitimated and perpetuated, is fundamental to the sociological project. In this second edition of this classic text, which includes a new introduction by Pierre Bourdieu, the authors develop an analysis of education (in its broadest sense, encompassing more than the process of formal education). They show how education carries an essentially arbitrary cultural scheme which is actually, though not in appearance, based on power. More widely, the reproduction of culture through education is shown to play a key part in the reproduction of the whole social system. The analysis is carried through not only in theoretica
This book summarizes and critiques theories of social and cultural reproduction as they relate to sociology of education.
The idea of cultural reproduction was first developed by Bourdieu (1973) who sees the function of the education system as being to reproduce the culture of the dominant classes, thus helping to ensure their continued dominance. Through his concepts of cultural capital' and habitus' Bourdieu's influence spread into other areas of socialization and high culture. However, despite the complex of influences that contribute to Bourdieu's method, sociologists of culture and students of cultural studies seem to have picked up on the negative and critical elements in the work. In particular, they developed the metaphor of reproduction as copy or imitation rather than reproduction as regeneration and synthesis. As a consequence cultural reproduction' has become part of the orthodoxy of studies in the theory of ideology and neo-Marxisms. While still addressing this well established theme of ideology and structural determinacy in cultural reproduction theory, this collection of original essays seeks also to explore other possibilities, in terms of ethnomethodology, Durkheimianism, structuralism and post-structuralism. Many of the arguments put forward also confront the most contemporary challenges presented by postmodernism. The papers address an unusually wide spectrum of cultural formations including gender roles, fine art, film, journalism, education, consumerism, style, language and sociology itself. The introduction discusses the origin and development of the concept of cultural reproduction and shows the variety of analytic possibilities within several traditions of social theorizing, all later expanded in the body of the text. Most of the contributors are academics working in the area of sociology of communication studies. All of them have taught in and have continuing research interests in the sociology of culture and cultural studies.
In this handbook, a diverse range of leading scholars consider the social, cultural, economic, political, and developmental underpinnings of peace. This handbook is a much-needed response to the failures of contemporary peacebuilding missions and narrow disciplinary debates, both of which have outlined the need for more interdisciplinary work in International Relations and Peace and Conflict studies. Scholars, students, and policymakers are often disillusioned with universalist and northern-dominated approaches, and a better understanding of the variations of peace and its building blocks, across different regions, is required. Collectively, these chapters promote a more differentiated notion of peace, employing comparative analysis to explain how peace is debated and contested.
Originally published in 1973 Knowledge, Education and Cultural Change surveys the present state of the field of the sociology of education. The book addresses the claim that much of the research in the sociology of education should be extended to issues of wider theoretical significance, the book provides theoretically informed analysis of situations or processes, developing new theoretical perspectives and concepts. The papers also reflect the appropriate theoretical framework for the sociology of education. Underpinning this framework, it looks at the importance of social stratification, arguing that too much work in the sociology of education is carried out using oversimplified models.
This book lays bare the ideological and political character of the positivist rationality that has been the primary theoretical underpinning of educational research in the United States. These assumptions have expressed themselves in the form and content of curriculum, classroom social relations, classroom cultural artifacts, and the experiences and beliefs of teachers and students. Have existing radical critiques provided the theoretical building blocks for a new theory of pedagogy? The author attempts to move beyond the abstract, negative characteristics of many radical critiques, which are often based on false dualisms that fail to link structure and intentionally, content and process, ideology and hegemony, etc. He also is critical of the over-determined models of socialization and the abstract celebration of subjectivity that underlies much of the false utopianism of many radical perspectives. Professor Giroux begins to lay the theoretical groundwork for developing a radical pedagogy that connects critical theory with the need for social action in the interest of individual freedom and social reconstruction. Author note: Henry A. Giroux is Assistant Professor of Education at Boston University. He is the co-editor of Curriculum and Instruction: Alternatives in Education and The Hidden Curriculum and Moral Education.
How has the dominant social scientific paradigm limited our understanding of the impact of inherited economic resources, social privilege, and sociocultural practices on multigenerational inequality? In what ways might multiple forces of social difference haunt quantitative measurements of ability such as the SAT? Building on new materialist philosophy, Inheriting Possibility rethinks methods of quantification and theories of social reproduction in education, demonstrating that test performance results and parenting practices convey the impact of materially and historically contingent patterns of differential possibility. Ezekiel J. Dixon-Román explores the dualism of nature and culture that has undergirded theories of inheritance, social reproduction, and human learning and development. Research and debate on the reproduction of power relations have rested on a premise that nature is made up of fixed universals on which the creative, intellective, and discursive play of culture are based. Drawing on recent work in the physical and biological sciences, Dixon-Román argues that nature is culture. He contends that by assuming a rigid nature/culture binary, we ultimately limit our understanding of how power relations are reproduced. Through innovative analyses of empirical data and cultural artifacts, Dixon-Román boldly reconsiders how we conceptualize the processes of inheritance and approach social inquiry in order to profoundly sharpen understanding and address the reproducing forces of inequality.
Claims the rebellion of poor and working class children against school authority prepares them for working class jobs.
Specially selected by Diane Reay, this is a collection of innovative and thought-provoking recently published papers that 'use' Bourdieu to put theory into practice in order to understand and analyse educational problems. Bourdieu's work is renowned for its focus on inequalities and its centering of social justice. The contributions utilise a wide range of diverse concepts in Bourdieu's theoretical 'tool-kit', and address educational inequalities across different aspects of the educational system – from higher education and parental choice of schooling, to teachers' professional development and the PE classroom. Illuminating key aspects of Bourdieu's scholarship, they reveal how good Bourdieu is 'for thinking with’; illustrate the merits of reflexivity, the move beyond binary ways of reading the social world; and demonstrate the significance of power in any analysis of education. The chapters in this book were all originally published as articles in Taylor and Francis journals.
This book is open access under a CC BY 4.0 license. This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative education theory and its core concepts along with discursive institutionalism as an analytical tool to bridge these fields. It concludes with implications of its coherent theoretical framing for future empirical research. Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time. An additional aspect is that modern education theory was developed in relation to nation state education, which, in the meantime, has become more complicated due to issues of ‘globopolitanism’. This volume examines the current state of affairs and addresses the issues involved. In doing so, it opens up a space for a renewed and thoughtful dialogue to rethink and re-theorize these traditions with non-affirmative education theory moving beyond social reproduction and social transformation perspectives.