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1.
关于教育、文化和阶层分化的研究中,最典型的是以布尔迪厄为代表的文化再生产理论,其暗含教育作为一种符号暴力,正在帮助中上阶层实现文化再生产,从而成为社会分化和阶层固化的隐形手段。在布尔迪厄理论思想发展和盛行的过程中,也引起了迪马乔、伯纳德、科尔曼等人的对话和论争,这种论争试图打破文化再生产理论的绝对性色彩,将社会客观事实之外个体的文化流动性、交互性、能动性等纳入考量范围。在文化再生产理论发展的时代对话和理论对垒中,对当代文化再生产可能性的探究将为教育与阶层流动的适切性、本土性和发展性等提供重要依据。  相似文献   

2.
This paper considers how young children in early childhood education draw on popular texts and consumer goods in their constitution of subjectivities and social relations. The paper draws on poststructuralist theories of subjectivity, agency, consumption and power, to explore how performative practices of consumption figure in the constitution of economically oriented subjectivities. Drawing on data generated in research undertaken in early childhood centres in the culturally diverse outer metropolitan region of Greater Western Sydney, Australia, the paper considers how economic discourse informs children's cultural knowledges, shaping the ‘techniques of the self’ through their engagement with commercially available images and products. The argument is made that children make strategic use of their knowledge of popular culture and its potential to locate them advantageously in material and symbolic economies, and that the deployment of symbolic and material goods that shapes children's dress, play, and conversation is an important means of rendering oneself intelligible within normative discourses of economic participation.  相似文献   

3.
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4.
In this second article on the theory of ‘ground rules for talk’ I extend a debate between myself and Professor Neil Mercer over the introduction of ‘ground rules’ into classrooms. I critique ground rules through the use of sociological theory and argue that advocates of the ground rules perspective need to recognise the ideological nature of their theoretical position. In making this article a clear extension of my previous argument I introduce the work of Bernstein and Fairclough to support my new arguments. I use Bernstein's theory of pedagogy as cultural relay and Fairclough's appropriateness model of language variation to critique ‘ground rules perspectives’. In doing so, I draw out the political nature of educational theory and curriculum within the context of a specific socio-economic society.  相似文献   

5.
Children's transition to school is a key issue in early years of education. Research in this field points to the counterintuitive possibility that the transition to school may actually lead to a reduction rather than a facilitation of children's agency. The paper presents findings of a longitudinal comparative ethnography on children's transition from fields of early childhood education to primary school in England and Germany. Building on theoretical concepts of the sociology of childhood, the study uses the concept of children's complicity to explore how children's agency is embedded in institutional, interactional orders and how it changes during transition. The findings indicate the importance of the structure of keeping the group of children together during transition. Not only is children's participation in the new social situation in school mediated by peer cultural routines. The paper presents the argument that the complicity children develop with their teachers' expectations takes different forms when they can rely on peer cultural routines.  相似文献   

6.
Although substantial scholarship of a theoretical and empirical nature has accumulated on the young child's developing self-concept, scholars have not to any great extent examined the child's self-knowledge as a spontaneously occurring process-in-action. This paper highlights findings of empirical research as well as classroom vignettes, personal reflections, and interpretive analyses of classroom practice to argue that children's developing conceptions of social and economic inequality spontaneously revealed through play merit systematic inquiry. In addition to enlightening our understanding of children's emerging self-knowledge, the data of such inquiry might suggest the need for specific types of teaching intervention to help children become more accepting of self and others, or to encourage them in developmentally appropriate ways to challenge existing societal stereotypes and inequities (Chafel, 1995).  相似文献   

7.
This paper examines some underlying cultural issues that effect collaborations between consultants and schools, addressing multicultural curriculum and teaching developments. As a prelude to such a discussion, the author first advance the argument that Western chauvinism may interfere with the consultant's and the school's ability to perceive other cultures on their own terms. Six multicultural considerations are then explored to shed some clarity on intracultural perceptions. The sixth of these considerations in the Implications For Effective Curriculum and Teaching Development section serves as my 'bottom line' concerning the true purpose of multicultural programs within schools. The author contend that multicultural programs must foster equitable optimum learning opportunities for all children regardless of cultural diversity. This is academically universal. In the final analysis a sound consultant/school collaborative makes optimum learning a reality.  相似文献   

8.
Nick Peim has recently revisited the work of Walter Benjamin; specifically his famous essay on art and mechanical reproduction. In this reply, I too draw upon the inspiration of Benjamin to extend the argument to the question of experience and what might count as knowledge, both in a philosophical sense and also in terms of the curriculum. To exemplify my argument I draw upon the topics of prostitution, gambling and the urban. They were all central to Benjamin's unfinished work ‘The Arcades Project’.  相似文献   

9.
Young children,gender and the heterosexual matrix   总被引：1，自引：0，他引：1  
In this paper I consider the adult focus of current mainstream gender theory. I relate this to how the concept of the heterosexual matrix originates in a social contract which excludes children from civil society. I argue that this exclusion is problematic both for theoretical reasons and from the perspective of children themselves. I start by discussing the nature of the heterosexual matrix and its foundations. I consider the implications for participation which arise from being named as a child, how that affects children's attempts to claim participation in civil society, and how this is related to children's naming of themselves as gendered. I then briefly consider the possibility that, because of their exclusion, children might also be considered to be exempt from the heterosexual matrix. However, I argue, there is considerable evidence that children are actively sexual beings who also work hard to claim inclusion in local practices of heterosexuality. I end by suggesting that there are three key reasons for this: that the discourses of normative sexuality provide children with a language to express sexual feelings; that self-insertion in the heterosexual matrix is a way for children to claim rights to participation; and that taking up heterosexual formations is a means whereby children can experience the power of naming themselves as part of the social world.  相似文献   

10.
David Bakhurst's 2011 book ‘The Formation of Reason’ explores the philosophy of John McDowell in general and the Aristotelian notion of second nature more specifically, topics to which philosophers of education have not yet given adequate attention. The book's widespread appeal led to the symposium ‘Second Nature, Bildung and McDowell: David Bakhurst's The Formation of Reason’, which appeared in the first issue of the 50th anniversary volume of the Journal of Philosophy of Education in 2016. Despite its obvious educational relevance, whether and how Bakhurst's McDowellian line of philosophical argument shapes the domain of educational enquiry or discourse remains up for debate. The rich contributions of Sebastian Rödl, Paul Standish and Jan Derry help us confront this issue. Proceeding with an analysis that is partly explanatory and partly critical of the central aspects of their respective views, I try to show that the basic attraction of the McDowellian/Bakhurstian line of argument concerning educational thinking is that it enables us to address education in the proper context of the natural and the social. In other words, their depiction of a human being as a natural animal in a normative world allows us not to be perturbed either by the natural‐scientific conception of the natural or by the social constructivist thinking of the social, both of which have occasionally distorted how education is addressed and therefore impoverished our understanding of education itself. I conclude with a brief word on the significance of continuing and advancing the conversation initiated by the symposium by noting two viable examples of future work.  相似文献   

11.
Aristotle's concept of ethos is primarily one based on civic duty, and as such loses its specificity when extended to the scientific forum. By adapting Aristotle's traditional concept of ethos to contemporary social norms of science, a link can be established between classical theory and contemporary practice. In this essay, I use Robert Merton's theory of the normative conditions of science to perform a meta‐critique of the use of ethos in four case studies. This meta‐analysis reveals the dual structure of ethos as reflected in a surface structure of style and a deep structure of argument.  相似文献   

12.
In an epistemology of contextualism, how robust does consensus need to be for critique to be practically effective? In ‘Relativism and the Critical Potential of Philosophy of Education’ Frieda Heyting proposes a form of contextualism, but her argument raises a number of problems. The kinds of criteria that her version of contextualism will furnish provide, at best, the potential only for an immanent form of critique from within a particular practice, and the possibility that practitioners alone will adopt a general stance of critique. By their nature, the criteria that Heyting endorses will be too transient and ephemeral to assist in any larger project that might be aimed at making effective criticism of the status quo. Further problems are exposed to do with the conditions needed to make critique effective when Heyting's normative argument is situated in the Realpolitik of contemporary education. Drawing on the work of Charles Sanders Peirce, and in a manner intended to be complementary to Heyting's normative argument, the paper offers some suggestions regarding the role that doubt might play in justifying criticisms of the status quo.  相似文献   

13.
To the long‐standing debate over the relative merits of multicultural and antiracist education, Short and Carrington have added a new dimension. It is their contention that in order to challenge racism, educators should promote a reconstructed form of multiculturalism in addition to conventional antiracism. Their argument is that a new form of racism has emerged in which culture assumes a pivotal role and, accordingly, that a revised form of education is required to deal with it. While accepting the crucial role that culture plays in racism in contemporary societies, I question in this paper Short & Carrington's virtually exclusive concern with cultural racism, which is based on a relatively uncritical acceptance of Martin Barker's concept of the ‘new racism’. Instead, I offer a reformulation of the concept of racism which incorporates both biological and cultural elements, but which also includes seemingly positively evaluated characteristics in addition to the more obvious negative ones. This paper notes a number of problems with Short and Carrington's concept of reconstructed multiculturalism and concludes with a critique of their associated liberal pluralist conception of ‘the unity of the nation’.  相似文献   

14.
Abstract

A prominent explanation of intergenerational educational inequality is Bourdieu’s cultural reproduction theory. Indeed, previous studies have frequently shown that children’s cultural capital relates to academic outcomes. However, it remains unclear how children convert their cultural capital into achievement. While Bourdieu argued that cultural capital influences academic outcomes primarily by biasing teachers’ grades, other researchers have proposed the alternative explanation that children’s cultural capital absorption directly translates into academic skills. Using survey data on 2975 fifth graders from the German National Educational Panel Study, we disentangle these two mechanisms of children’s cultural capital conversion; and argue that the main conversion mechanism depends on the cultural capital dimension examined. The results of our structural equation model suggest that both mechanisms are at work and that the main conversion mechanism depends on the dimension of cultural capital examined.  相似文献   

15.
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16.
Guided by the framework of community cultural wealth, this study uncovered how 7 low-income, 1st-generation Mexican American PhDs interpreted their parents’ and families’ educational aspirations, messages imbued with aspects of normative parental/familial involvement as well as cultural forms of support. This study demonstrates the power of narratives that children carry with them as they navigate various educational systems. I discuss strategies for helping Mexican American students make meaning of these messages and negotiate potential conflicts with their goals of degree attainment, and I add a new dimension to research on the formation of educational aspirations and the role of educación.  相似文献   

17.
The market as educator has become firmly lodged at the centre of popular and scholarly debate commenting on the nexus between children, consumption and education/learning. In this paper, I appreciate this scholarly debate from the point of view of the sociology of consumption. The latter has been relatively silent on children’s consumption and education, focusing instead on adult learning. Nevertheless, I here draw on that sociology to forward an argument that favours consideration of a broader range of social relationships and cultural and contextual influences. I outline two models on the network of relationships that inform children’s consumption, and illustrate, through a discussion of Chin’s Purchasing Power, how children’s consumption‐related learning may originate from outside the market. The paper finishes with a plea for more research that focuses on children and the domestic contexts of consumption.  相似文献   

18.
Young children's expected social behaviors develop within particular cultural contexts and contribute to their academic experience in large part through their relationships with their teachers. Commonly used measures focus on children's problem behaviors, developed from psychopathology traditions, and rarely situate normative and positive behaviors in context. Building from the literature on parenting goals and socialization expectations in Latino families and a preliminary ethnographic study (Proyecto Educando Niños), we constructed a survey in English and Spanish that measures the expected social behaviors of Mexican-heritage children, ages 3–6 years, using parent and teacher reports. Use of the BEAR Assessment System facilitated the refinement of this instrument to assess the socialization of young, Mexican American children. We report on the psychometric properties of the Mexican American Socialization (MAS) Scale, utilizing item-response theory. Analyses indicate the MAS Scale is reliable and an ecologically valid indicator of multiple constructs of the expected social behaviors of young Mexican American children. In particular, the 41-item Bien Educado subscale showed good reliability and is consistent with socialization constructs described in the literature. Implications for research and practice are discussed.  相似文献   

19.
Foregrounding the primary school as a key cultural arena for the production and reproduction of sexuality and sexual identities, this article goes some way to addressing what are absent from many sociological portrayals of young children and schooling. Drawing on data derived from an ethnographic exploration into children's gender and sexual identities during their final year of primary school, the article examines how dominant notions of heterosexuality underscore much of children's identity work and peer relationships. The article further illustrates how boys and girls are each subject to the pressures of compulsory heterosexuality, where to be a 'normal' girl or boy involves the projection of a coherent and abiding heterosexual self. The implications of recognising children's sexual cultures and the pressures to conform to a heterosexual culture are discussed briefly in the concluding section.  相似文献   

20.
文化自觉是文化主体对自身文化的"自知之明"和理性自觉,是一个国家、民族乃至政党对自身文化发展演变的自觉理性,既对其文化的存在和发展有着重要影响,也与一个国家、民族和政党的存在和发展有着密切的联系。胡锦涛同志有着高度的文化自觉,这主要体现在他对文化建设的战略地位有着清醒的认识,对社会主义文化发展规律有着深刻的把握,对当代中国文化发展方向有着明确的判断。  相似文献   

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