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Reproduction in Education, Society and Culture

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First publ.in French,Paris,Ed.de Minuit,1970,La Réproduction: éléments pour une théorie du système d'enseignement.Incl.bibl., index,app., glossaire

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... Bourdieu's theory is based on the claim that there are structural determinants of individuals' actions, including those relating to the educational success of children and youth. Cultural reproduction and the acquisition of habitus take place in the family of origin (Bourdieu & Passeron, 1990). The term habitus refers to "a subjective but not individual system of internalized structures, schemes of perception, conception, and action common to all members of the same group or class" (Bourdieu 1977, p. 86). ...
... The term habitus refers to "a subjective but not individual system of internalized structures, schemes of perception, conception, and action common to all members of the same group or class" (Bourdieu 1977, p. 86). Habitus is internalized, operates at a subconscious level, and structures perceptions and practices (Bourdieu, 1986), allowing for agency but also predisposing people to behave in particular ways (Bourdieu et al., 1990). Habitus is influenced by family and social class (Bourdieu, 1977) and, while acquired at home, is further shaped by the school and all subsequent life experiences (Bourdieu & Wacquant, 1992;Gaddis, 2013). ...
... Parents with higher levels of institutionalized capital invest more into activities supporting children's educational development. Linguistic skills acquired in the family are especially crucial and become valuable resources in the educational field (Bourdieu & Passeron, 1990). ...
Article
The paper examines the influence of cultural capital from one's family of origin on adult participation in education. International research confirms that factors such as education level, professional status, age, and attitudes significantly explain variations in adult learning. To explore inequalities in adult education participation further, the study adopts Pierre Bourdieu's theoretical framework of cultural reproduction. The main hypothesis is that the cultural capital of one's family of origin indirectly affects adult learning through an individual's institutionalized capital (educational level) and embodied capital (attitude toward learning). These hypotheses were tested and validated using a structural equation model (SEM) applied to data from a nationwide random sample of the adult population in Poland. The influence of cultural capital from one's family of origin persists throughout an individual's lifetime, impacting both educational attainment and adult learning.
... Drawing on the noted scholarship that highlights the importance of addressing cultural diversity in teaching and learning through a more comprehensive approach to teacher education curricula (Villegas & Lucas, 2002), the present study differs from others in that it conceptualises CRT not as a discrete set of knowledge, attitudes, and skills to be acquired by teachers through several add-on courses on multicultural education or specific training modules but as a teaching habitus by borrowing the concept of 'habitus' from Bourdieu. In the broadest sense, 'habitus' refers to a set of acquired characteristics shaped by an individual's social background and experiences (Bourdieu & Passeron, 1977). It encompasses beliefs, attitudes, and behaviours which individuals acquire within a specific cultural setting through socialisation and plays a crucial role in transmitting and preserving social structures from one generation to the next as preconditions for being successful in one's social activities (Bourdieu, 2005). ...
... To this end, after conceptualising CRT as a form of teaching habitus that affects teachers' perceptions, beliefs, and behaviours, which in turn shapes their interactions in social contexts (Bourdieu & Passeron, 1977), I, first, aim to identify the CRT needs of novice in-service EFL teachers. Then, I aim to explore how they perceive and experience these needs while teaching CDS. ...
... Finally, acculturation is the process of coming into contact with individuals from different communities or groups with different cultures, which influences the cultural ways of being of individuals that they are accustomed to or even induces changes to some extent . In this regard, it is argued that formal school structures tend to favour and exemplify the cultural capital of the majority or dominant groups, as a result of which students are enculturated in the dominant culture or, in other words, possessing the cultural capital of dominant groups become advantageous and outperform their peers with cultural capital that is not congruent with that of schools (Bourdieu & Passeron, 1977). ...
Thesis
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Drawing on the need of teaching culturally diverse students, I employ a sequential exploratory mixed methods design to identify novice EFL teachers’ Culturally Responsive Teaching (CRT) needs and explore the transversal skills for developing a culturally responsive EFL teaching habitus. The quantitative part of the study is related to identifying the level of CRT needs while the qualitative part involves developing the data collection instrument, delving into the needs, and exploring the transversal skills. Through employing cluster random sampling, the study involves 229 novice EFL teachers in Ankara, Türkiye. The data collection includes informal and cognitive interviews to develop the primary data collection tool and its scoring rubric, Culturally Responsive English Teaching Needs Assessment with Vignettes (CRETNAV), an open-ended survey tool to identify teachers’ needs. I also utilise field notes, memos, and focus group interviews with experts. I employ inductive content analysis and descriptive statistics to analyse the data. In addition, a panel of five experts are employed to consult their expertise during the exploration of the transversal skills based on the identified needs. Data collection and analyses procedures occur between 2022 and 2024. Findings reveal a large spectrum of CRT needs of novice EFL teachers. As a result, the study identifies a set of transversal skills necessary for developing a culturally responsive EFL teaching habitus under four major teacher learning zones, namely culturally responsive caring, culturally responsive knowledgebase, culturally responsive instruction, and culturally responsive awareness for developing a culturally responsive EFL teaching habitus within the cultural context of Türkiye.
... The third is the Exosystem, which is the external environmental conditions that indirectly affect it, such as parents' workplace. Cultural capital was proposed by Bourdieu and Passeron (1977[1970[1964). Parents' social class will affect their participation in their children's education. ...
... The third is the Exosystem, which is the external environmental conditions that indirectly affect it, such as parents' workplace. Cultural capital was proposed by Bourdieu and Passeron (1977[1970[1964). Parents' social class will affect their participation in their children's education. ...
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This study explores the relationship between the Hanzi recognition performance and the home literacy environments of 351 children aged 3 to 6 based on Montessori’s philosophy of education. This study used 200 frequently spoken words in Montessori classrooms as the word set of a Hanzi recognition test, based on which studies at six Montessori preschools in middle and southern Taiwan were conducted. The results of this study revealed that girls’ scores are significantly higher than that of boys on the word recognition test, whereas no significant difference between the middle (4s/5s) and junior (3s/4s) classes children were observed. However, from the qualitative analysis perspective, the junior class children also performed exceptionally well. Parent-child shared reading and chats, directly and indirectly, affected their children’s Hanzi recognition outcome. The analysis of the interviews with the children suggested that family life experiences were indeed a crucial factor in the children’s word recognition.
... The notion that activities such as soccer, gymnastics, and debate prepare students for adult employment is common across studies (e.g., Adler and Adler 1994;Lareau 2011;Gorski 2020;Roulin and Bangerter 2013;Aurini et al. 2020). Some scholars suggest this preparation takes the form of tangible skills or "human capital," while others argue that extracurricular activities serve as arbitrary signals reflecting class privilege or "cultural capital" (Arcidiacono et al. 2008;Becker 1962;Bodovski et al. 2019;Bourdieu and Passeron 1977;Breinholt and Jaeger 2020;Coulangeon 2018;Rivera 2011). Yet, scholarly understandings of the potential connections between activities and students' future careers remain incomplete, in part due to unresolved theoretical tensions in the use of Bourdieusian frameworks (Lareau 2014;Lareau and Weininger 2003). ...
... He further "assert[ed] that evaluations of technical competence are inevitably affected (or 'contaminated') by the status of the person being assessed" (581). However, these critiques are not necessarily fatal to human capital's core, objectivist notions of skill, which remain "common sense" in everyday life and social science (Steiger 1993). 1 The first strand of cultural capital research incorporates what economists and sociologists have respectively termed screening theory (Spence 1973;Stiglitz 1975) and credentialism (Bourdieu and Passeron 1977;Collins 1979). Drawing on Bourdieu's (1984) theories of taste, scholars have argued that participation in activities can facilitate "cultural matching" among privileged individuals, continually re-securing their monopolization of prized resources (Rivera 2015). ...
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Using 122 interviews, this study examines how students at one elite U.S. university conceptualized the impacts of extracurricular participation during college. Scholars have argued that activities can yield valuable forms of capital for students at the primary, secondary, and college levels, yet these processes remain undertheorized. Applying Bourdieusian field theory, I found that respondents perceived three structural parallels between their student organizations and actual workplace contexts. Through clubs, students socialized one another to adopt new relational orientations that anticipated future careers navigating institutional hierarchies. Despite their university’s supposedly endless resources for activities, students paradoxically restricted one another’s access to clubs through elaborate recruitment practices that mirrored job hiring. Within clubs, respondents described learning to manage one another and relate in a detached manner as colleagues, rather than friends. While past research has explored how extracurricular activities shape individual outcomes, this study reveals how students themselves perceived the impacts of club involvement, specifically in an elite institutional context. Respondents’ experiences suggest that extracurricular activities may represent a key site of “status degradation ceremonies” that ultimately enhance elite institutions’ consecrating function.
... Within the expansive literature, social class, family capitals and education outcomes have been significant and ever-timely topics (Ball, 1993;Bathmaker et al., 2013, Bourdieu & Passeron, 1977. Research evidence shows that students' capabilities and self-study efforts emerge as an agency factor that positively affects their expectations for postsecondary education and future outcomes (Keung & Ho, 2020). ...
... Such beliefs and expectations influence their interests, career aspirations, and attainments (Beal & Crockett, 2013). The mechanism behind can be explained by Bourdieu's notion of "habitus" (Bourdieu & Passeron, 1977). Habitus refers to "systems of durable, transposable dispositions which function as the generative basis of structured, objectively unified practices" (Bourdieu & Passeron, 1997, p. 72). ...
Article
Rising educational inequality is considered as one pressing social problem in many national education systems. There is limited existing literature that examines how youth from different social backgrounds perceive and consider social inequalities and “justice.” This study addresses this research gap by probing the perspectives of different young peoplewho have experienced the competitive Hong Kong education system through qualitative interviews. The findings revealed that youth, despite facing challenges, adopted a relatively “positive” mindset by focusing on what they could change rather than being fatalistic about social reproduction. Both middle-class and working-class young people in the sample did not view differences in family capital as inequalities but believed in education’s role in promoting social mobility within a meritocratic system. The study also suggests redefining “life successes” from traditional measures of status and wealth to the perspectives of students that value job and life satisfaction. Critical analyses that highlight the embedded neoliberalism were conducted on these problematic findings, and the implications for educational policies were discussed.
... In fact, over the past 50 years since the release of Coleman et al. (1966), researchers have been bound up in exploring the association between ESCS and student growth. Also, cultural capital theory deeply uncovers the intergenerational effect of ESCS on students' achievement and comprehensive development: In the social stratification process, students who grow up in underprivileged-background families have lower self-assessments and academic motivation and higher dropout rates; while students from higher social classes have advantages in achieving academic outcomes and educational credentials (Bourdieu and Passeron, 1977;Broer et al. 2019;Yang et al. 2022). Actually, ESCS is one of the few factors transcending social, cultural, economic, and political contexts to universally influence student achievement in mathematics within both collectivistic and individualistic contexts (Dronkers et al. 2017;X.S. Wang et al. 2023). ...
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Employing a two-level hierarchical linear modelling (HLM) analysis, the current study comparatively explored the effects of student- and school-level factors on student mathematics performance for Singapore, Korea, Finland, and Denmark in the 2022 Programme for International Student Assessment (PISA). The results showed that (a) economic, social and cultural status (ESCS), school average ESCS, mathematics self-efficacy, and mathematics anxiety are significantly associated with mathematics performance for Singapore, Korea, Finland, and Denmark; (b) mathematics teacher support has a significantly positive effect on mathematics performance for Finland and Denmark, while ability grouping for mathematics classes and student disruptive behaviours have a significantly negative impact on mathematics performance for Singapore and Korea; (c) the relationship between time in mathematics homework and mathematics performance is positive in Singapore and Korea but negative in Finland and Denmark; as well, (d) curiosity is positively related to mathematics performance for Korea, Finland, and Denmark, while the influence of mathematics motivation on mathematics performance is only significant for Finland and the influence of mathematics extra-curricular activities on mathematics performance is merely significant for Korea. In essence, the different effects may be associated with intrinsic discrepancies regarding educationally tight versus loose systems, as well as comparatively, regarding philosophically social versus individual orientations, which represent Eastern and Western cultures, respectively. The findings were discussed from a cross-cultural perspective in terms of individualism-collectivism.
... Rural Black students leverage their social networks to navigate such challenges (Boettcher et al., 2022;Hines et al., 2015). Social networks or social capital are defined as individuals' connections to people and their communities (Bourdieu, 1986;Bourdieu & Passeron, 1977;Yosso, 2005). Rural Black students leverage social networks from their precollege communities and their college networks to be socially engaged on campus, experience mental and physical well-being, and navigate challenges (Boettcher et al., 2022). ...
... The term "cultural capital" represents individuals' skills, knowledge, education, and interests that give them a place in society (54). According to Bourdieu and Passeron, cultural capital is an asset related to cultural activities, which can be categorized into concrete, institutional and objective forms (55). Family cultural capital is the manifestation of cultural capital in the specific field of the family. ...
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Background The critical role of social support in college students’ academic development cannot be ignored. This study aims to analyze the interrelationships and potential mechanisms between social support, sense of security, family cultural capital and academic self-efficacy. Methods A multivariate moderated mediation model was constructed by surveying 1,119 college students using the Social Support Scale, the Sense of Security Scale, the Academic Self-efficacy Scale, and the Family Cultural Capital Scale. Results (1) social support significantly increases sense of security; (2) sense of security significantly enhances academic self-efficacy; (3) social support directly contributes to academic self-efficacy; and (4) sense of security partially mediates the relationship between social support and academic self-efficacy; (5) family cultural capital plays a moderating role in the effects of social support on academic self-efficacy, especially in the first half of the direct and indirect effects. Conclusion These findings could provide an important theoretical basis and practical guidance for further understanding and enhancing academic self-efficacy among college students.
... (Bourdieu, Schultheis, and Pfeuffer 2011, 119, emphasis added) Of course, Bourdieu also extended the concept of field to education and, in so doing, made explicit connections to Catholicism. Drawing on the metaphor of 'schools-as-Church' in Reproduction in Education, Society, and Culture, Bourdieu and Passeron (1990) see the teacher as a 'priest' and the holder of the 'goods of salvation' who spreads the word of God to a 'congregation of confirmed believers'(63). What is more, in this capacity as 'priest,' teachers are imbued with 'the legitimate exercise of power to modify in a deep and lasting fashion, the practice and worldview of lay people by imposing on and inculcating in them a particular religious habitus' (Bourdieu 1987, 126, emphasis added). ...
Article
This article characterises the global education policy (GEP) field and interrogates its theoretical foundations. It does so by looking closely at the work of Pierre Bourdieu, upon whom GEP scholars of have extensively drawn. It is shown that, although research regularly addresses the political, economic, and symbolic aspects of GEP, the onto-epistemic, religio-spiritual, or cosmological dimension is typically left out of view. Due to Bourdieu's own grounding in the study of Catholicism and its rise to prominence-from which the concept of 'field' originally emerged-the article argues that the GEP field can be seen as a religious drama playing out on the stage of Christian modernity. This article also situates the focus of each paper in this special issue vis-à-vis recent scholarship. A final section concludes by further reflecting on implications and ways forward for the GEP field.
... Furthermore, both identifying and addressing educational inequalities requires going beyond traditionally established concepts, theories, and policy interventions (Jensen et al. 2021). Starting out from classical theories of primary and secondary effects of social origin of (Boudon 1974), complementing tertiary effects (Blossfeld et al. 2015), habitus, and capital concepts (Bourdieu 1986;Bourdieu & Passeron 1977) the PIONEERED project proposes a multilevel, intersectional, life course (MILC) approach. This multilevel approach puts an emphasis on educational mechanisms at macro (e.g., policies), meso (e.g., school settings), and micro (e.g., individuals) levels, highlighting how policies and practices shape educational environments. ...
Article
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Equity in Education: A Handbook for Participative Approaches in Research and Development to Address School Inequalities t has received funding from the European Union’s Horizon 2020 research and innovation programme under Grant Agreement No 101004653. This handbook stands out for its focus on participatory and co-creative approaches that place marginalized communities at the center of both inquiry and action, effectively bridging the gap between theory and practice. It offers adaptable, community-focused methods that enable stakeholders – teachers, parents, students, and policymakers – to work together on designing and implementing inclusive educational reforms. Rooted in a commitment to social justice, the handbook underlines both the methodological rigor and the tangible, real-world applications needed to advance equity in education.
... In line with established models of habitus and social reproduction, a privileged background also conditions a sense of moral self-confidence and expertise (e.g., Bourdieu & Passeron, 1990;Sayer, 2005). Respondents from culturally privileged backgrounds state that they are better at setting limits to their smartphone use and do not agree that it is difficult to be away from the device. ...
Article
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Escalating smartphone reliance is a debated issue, especially when it comes to the digital wellbeing of young people. Hence, this article addresses smartphone use as a morally contested activity among young adults. We first analyse the existence of moral dissonance pertaining to one’s own smartphone use – whether one uses the device according to internalised norms or not. Second, we explore moral distancing – to what extent morally problematic smartphone use is ascribed to others rather than to oneself. Combining survey results with focus-group interviews from Sweden, the study shows that moral distancing is less pronounced among young adults than in the overall population. It also shows that young people’s capacity to domesticate digital media in a morally congruent way plays into the social reproduction of gender and class. While the smartphone is socially normalised, young adults, especially women, report a great deal of moral reflexivity and distress in relation to the device.
... Furthermore, this perspective raises awareness on other forms of violence in society beyond direct harm: structural violence, in which discrimination is embedded in laws and other institutions (Galtung 1969); cultural violence, in which oppressive beliefs permeate socio-cultural contexts and interactions (Galtung 1990); and symbolic violence, in which people internalize these external forms of violence into their beliefs about their worth, their ability to act, and their behaviors in the world (Bourdieu and Passeron 1990), further reinforcing privilege and marginalization in society. ...
Chapter
This chapter highlights key concepts and techniques for transformative roleplaying game design. Working with myth, symbolism, and ritual are age-old practices that can deepen the role-playing experience and its impact. We explore narrative work and postmodern magic as methods for transforming the stories of our lives. We also discuss the many forms of culture within and around RPGs, as well working with conflict in scenarios related to politics, culture, gender, sexuality, race, and ethnicity. We close with thoughts around the use of RPGs to foster activism, advocacy, inclusion, and accessibility.
... (Bourdieu, Schultheis, and Pfeuffer 2011, 119, emphasis added) Of course, Bourdieu also extended the concept of field to education and, in so doing, made explicit connections to Catholicism. Drawing on the metaphor of 'schools-as-Church' in Reproduction in Education, Society, and Culture, Bourdieu and Passeron (1990) see the teacher as a 'priest' and the holder of the 'goods of salvation' who spreads the word of God to a 'congregation of confirmed believers'(63). What is more, in this capacity as 'priest,' teachers are imbued with 'the legitimate exercise of power to modify in a deep and lasting fashion, the practice and worldview of lay people by imposing on and inculcating in them a particular religious habitus' (Bourdieu 1987, 126, emphasis added). ...
... In addition, through the inclusion and cooperation of all stakeholders of the school and wider community, it improves its effectiveness and efficiency, democratizes, opens to society, and adapts to uncertain and unstable environmental conditions, attributing the good of knowledge to the society to which it belongs (Sharma and Adeoye, 2024). However, there are several obstacles that hinder the implementation of openness in schools, such as teachers' anchoring in teachercentered methods, the curriculum (Murphy, 2013), the formal relations of teachers with parents and the lack of a culture of cooperation (Wake and Mills, 2018), the ethnocentric character and culture of the school itself that intensifies educational and social inequalities (Bourdieu, 1977), and the lack of appropriate training (Pelgrum, 2001). ...
Article
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Purpose: The present study aims to investigate and analyze the perspectives of theatre education teachers regarding the implementation of open education and its principles in classrooms, focusing on the transformative role of digital technologies in theatre education. The purpose of the research is to identify the barriers and enablers in integrating digital tools to promote creativity, collaboration, and inclusivity in theatre education in primary schools. Design/Methodology/Approach: A quantitative research approach was employed, gathering data from 120 theatre education teachers in Greece. Data were collected using an online questionnaire consisted of closed-and open-ended questions, addressing demographic factors, theatre education teachers' perspectives on openness, and the role of digital tools in theatre education. The findings were analyzed using descriptive and inferential statistics. Findings: The findings of the study revealed that while theatre education teachers recognize the value of open education and digital tools, the integration of such digital technologies in fostering openness remains insufficient. Specifically, findings showed that theatre education teachers in primary education face barriers, such as limited training which in turn minimizes their digital skills, inadequate infrastructure in their workplace, and traditional educational mindsets which prevent innovation. Digital tools like digital storytelling, interactive videos, digital platforms, virtual reality (VR), and augmented reality (AR) were recognized for their potential to enhance students' engagement, creativity, and collaboration in theatre education. Participants also pointed the need for redesigned curricula, ICT-focused professional development, and strengthened teacher collaboration among peers and with others such as the wider school community. Practical Implications: The above-mentioned findings emphasize the need for systemic investment in ICT infrastructure, digital training for theatre education teachers and curriculum development to facilitate the integration of digital tools in theatre education and generally in education. The study highlights practical implications for advancing digital integration in education. Schools can use digital tools such as, interactive videos, digital storytelling, digital platforms, virtual and augmented reality to improve creativity, teamwork, and inclusiveness in theatre education. It is important to invest in infrastructure and offer specific training for teachers to fill gaps in technology knowledge and resources. Originality/Value: This research contributes to the understanding of how digital technologies can enhance open education, particularly in the context of theatre education which still remains a relatively underexplored area. The current study also offers practical insights for educators, policymakers, and administrators seeking to modernize teaching practices and foster inclusivity through innovative approaches.
... Transformative educators oppose this passive approach, advocating for an education system that actively challenges such inertia. Supporting Bourdieu and Passeron's (1977) perspective, teachers recognize schools as institutions that, through their curricula, reinforce cultural norms and produce students who accept societal inequalities without scrutiny. In contrast, modern education systems prioritize self-discovery and creativity, aiming to create studentcentered environments that foster exploration and innovation, marking a shift towards more dynamic and engaging educational practices (Schleicher, 2012). ...
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The aim of this study is to interpret the roles and models of teachers, as the most fundamental actors of education, through their own narratives. This research employs a qualitative case study methodology, utilizing semi-structured interviews with a group consisted of eleven master's and doctorate teachers working in Türkiye in the field of Educational Sciences. The teaching profession, which largely determines the fate of a society and the quality of education, makes it necessary to investigate the roles and models of teachers in society. Here, the question arises whether teaching models are solely focused on delivering essential knowledge or if they should be viewed as a profession that plays a crucial role in driving societal change and transformation. The research findings indicate that the education systems and the desired teacher models are shaped according to the preferences and needs of decision makers and those in power within society. Additionally, participating teachers noted that their inability to play an active role in current arrangements, their failure to question the established order, and the inequalities perpetuated by the system have compelled them to adopt the technician teacher model and they acknowledged that the ideal teacher model is the transformative teacher model. Despite these critical approaches, it is evident that transformative teaching has not found substantial practical application in contemporary education systems. It remains inadequate in contributing to societal consistency, progress and development, and it would be inappropriate to generalize the shortcomings in terms of ensuring equal opportunities.
... In addition, through the inclusion and cooperation of all stakeholders of the school and wider community, it improves its effectiveness and efficiency, democratizes, opens to society, and adapts to uncertain and unstable environmental conditions, attributing the good of knowledge to the society to which it belongs (Sharma and Adeoye, 2024). However, there are several obstacles that hinder the implementation of openness in schools, such as teachers' anchoring in teachercentered methods, the curriculum (Murphy, 2013), the formal relations of teachers with parents and the lack of a culture of cooperation (Wake and Mills, 2018), the ethnocentric character and culture of the school itself that intensifies educational and social inequalities (Bourdieu, 1977), and the lack of appropriate training (Pelgrum, 2001). ...
... It is well-established that there is a strong correlation between students' social background and their educational path (Beach, 2020;Bourdieu, 1990;Willis, 1977). For example, students with incomplete or low grades are often directed towards vocational education and training (VET) due to lower admission requirements, and more often have working-class background (cf. ...
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This article addresses how vocational knowing and becoming are cultivated in vocational education and training (VET) as part of upper secondary and adult education, as well as in vocational teacher education (VTE). It is based on a study within a Swedish government initiative aimed at promoting the development of school-relevant research and educational practice in partnership between the academia and the school sector and draws on interviews with VET and VTE teachers. Our findings show that VET and VTE teachers share similar ideas of what a good teacher is and does, and how these qualities are cultivated through participation in various communities of practice. VET and VTE teachers also share ideas of what their students need to become skilled professionals. These ideas include critical judgement, the integration of theory and practice, ethical reflection, and the propensity to handle diversity and relate to the Other. We identify and discuss these as aspects of VET and VTE teachers’ vocational phronesis. Implications for VTE include the need for supporting students’ educational journeys, developing teachings strategies for vocational phronesis and reflecting on the purpose of education.
... Modal kultural merujuk pada aset non-ekonomi yang memberikan kekuasaan sosial dan budaya kepada individu atau kelompok (Bourdieu, 1977(Bourdieu, , 1991(Bourdieu, , 1998Harvey et al., 2020). Modal kultural mencakup pengetahuan, keterampilan, pendidikan, dan bentuk-bentuk budaya yang dapat diwariskan dari satu generasi ke generasi berikutnya (Bourdieu, 1991;Bourdieu & Passeron, 1990;Bourdieu & Wacquant, 1992). Dalam konteks penanggulangan bencana, modal kultural dapat memainkan peran penting dalam membangun ketahanan masyarakat terhadap bencana. ...
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This research aims to explain the existence of cultural capital and its role in strengthening disaster resilience in various regions of Indonesia as a country that often faces natural disasters such as earthquakes, tsunamis, and volcanic eruptions. This research also aims to assess cultural traditions and practices in efforts to increase preparedness and response to natural disasters in various communities. This research uses a qualitative approach. Data was collected through observations and interviews in areas prone to natural disasters using Bourdieu's social capital analysis framework. This research uses purposive sampling to identify representative communities where cultural responses to natural disasters can be observed and documented. Primary data was taken through observation and direct involvement with the communities to understand the use of cultural knowledge in dealing with disasters. The research shows that communities with rich cultural heritage exhibit stronger resilience and proactive disaster management, using historical wisdom and communal practices to reduce disaster impacts. Communities with less cultural capital face greater challenges but are developing new cultural strategies. Cultural capital is crucial in strengthening community resilience to natural disasters, and integrating cultural insights into national disaster management policies is essential to preserve heritage and improve disaster response and preparedness. Abstrak Penelitian ini bertujuan menjelaskan keberadaan modal kultural dan perannya dalam penguatan ketahanan bencana di berbagai wilayah Indonesia sebagai sebuah negara yang sering menghadapi bencana alam seperti gempa bumi, tsunami, dan letusan gunung berapi. Penelitian ini juga bertujuan untuk menilai tradisi dan praktik budaya dalam upaya peningkatan kesiapan dan respons atas bencana alam di berbagai komunitas. Penelitian ini menggunakan pendekatan kualitatif. Data dikumpulkan melalui observasi dan wawancara di daerah rawan bencana alam mengunakan kerangka analisis modal sosial Bourdieu. Penelitian ini menggunakan sampling purposif untuk mengidentifikasi komunitas representatif tempat respons kultural terhadap bencana alam dapat diamati dan didokumentasikan. Data primer diambil melalui observasi dan keterlibatan langsung dengan komunitas untuk memahami penggunaan pengetahuan kultural menghadapi bencana. Penelitian ini menunjukkan bahwa komunitas dengan warisan budaya yang kaya memiliki ketahanan yang lebih kuat dan perilaku manajemen bencana yang proaktif, dengan memanfaatkan kebijaksanaan sejarah dan praktik komunal untuk mengurangi dampak bencana. Komunitas dengan modal budaya yang lebih rendah menghadapi tantangan lebih besar, namun mereka mulai mengembangkan strategi budaya baru. Modal budaya sangat penting dalam memperkuat ketahanan komunitas terhadap bencana alam, dan integrasi wawasan budaya ke dalam kebijakan manajemen bencana nasional sangat diperlukan untuk melestarikan warisan dan meningkatkan respons serta kesiapsiagaan bencana.
... An unhealthy competitive environment, without due consideration of sociocultural, historical and socioeconomic factors, negatively contributes to tagging some students as winners and others as losers. I do not mean to eradicate the competitive environment among the learners in educational institutions, but my argument is that without considering the cultural capital (Bourdieu & Passeron, 1990), affective dimensions, ways of seeing and knowing, and socioeconomic backgrounds that significantly affect students' achievement in mathematics (Lamichhane, 2018;Nieminen & Ketonen, 2023) is meaningless and lifelessness. It indicates that the unidimensional form of AfL that tags the students as winners and losers underpin social, epistemic and economic injustices that detriment the teaching-learning activities and contribute to the failure of the educational systems. ...
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Assessment of learning (AfL) has been taken as one of the significant tools for assessing the students' learning outcomes in the educational landscape of Nepal and possibly other countries as well. However, it generally segregates the learners into two mutually exclusive groups of success and failure rather than exploring teaching-learning status for the grand purpose of improving it. AfL isolates the assessment from the learning because it is executed at the end of the academic session by external authorities in the name of maintaining the reliability and validity of the test to ensure quality standards of education. Against these backdrops, this argumentative paper tries to uncover how AfL becomes a tool in the hands of colonial power centres and supports indoctrinating neocolonial agendas of open markets backed by economic rationality. I have realized that AfL not only focuses on competition and efficiency without considering the sociocultural, historical and economic backgrounds of the learners but also neglects other aspects of education—collaboration, interdependence, mutual respect and empathy. Likewise, it supports for instigating blaming culture and a winner-takes-all approach mentality in practitioners contribute to perpetuating and legitimizing social, economic and epistemic injustices. I have also found that most of these attributes are the product of the neoliberal economic policy of the state that does nothing but hand over everything to the open market. From this perspective, AfL has promoted the agenda of neoliberalism, which is backed by colonialism. The implication is that before assessing the learning outcomes of the learners, we must take into consideration the sociocultural, historical and economic backgrounds of the learners and their ways of seeing, knowing and valuing the outer world; otherwise, the assessment becomes meaningless.
... Many studies suggest that children of poor family backgrounds generally show the lowest achievements (Silva-Laya et al., 2020). Thus, economic and sociocultural factors play significant roles in determining academic success (Bourdieu & Passeron, 1990). The published academic literature also shows that poor socioeconomic backgrounds and conditions themselves reduce children's educational enrollment; social exclusion and marginalization constrain their learning; and poor educational institutions usually have limited resources (Filmer, 2005;Van der Berg, 2008), all of which combine to prevent, or at least limit, their access to education. ...
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... No.2, 2024, pp. 304-318 e-ISSN 2798 306 complex landscape of knowledge acquisition within their cultural contexts (Bourdieu & Passeron, 1990). ...
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With a growing interest in teaching English from early grades, a new trend has emerged in public schools in Nepal, wherein schools are offering parallel forms of education within the same school system through instruction in both English and Nepali-mediums. This chapter critically examines how this practice is contributing to further reinforcing the already existing social inequalities in Nepali society. After situating social justice in education through the lens of medium of instruction, we discuss the key tenets of neoliberalism as the theoretical framework of this study. Then we present the findings of a case study conducted at one public school offering parallel education in English and Nepali-mediums and discuss the impact of such practices on students’ identity formation, classroom participation, and exacerbating social stratification. We link these findings with the current discourses related to language-in-education that are replicated in schools as sites to foster social inequalities and injustices. The chapter concludes with a discussion and implications of the policy on social justice for the students from socio-economically marginalized communities in Nepal and other similar contexts.
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