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71.
One popular view of student achievement is that the quality of teaching students receive plays an important part in whether or not they do well at school. In this article we draw attention to ‘context’ as a complementary explanation, particularly regarding achievement differences between students from different socio‐economic backgrounds. In making these observations, we utilise data from one Australian secondary school located in an economically depressed rural community. Drawing on the insights of Bourdieu, our focus is on the broader social and economic influences that can adversely position students and schools, as well as work to inform the institutional stance that schools take in relation to their students. 相似文献
72.
以布迪厄的场域理论为出发点,基于对南方Z市政务微信编辑的深度访谈,本文研究认为,政务微信生产实践宜理解为新闻场域与政治场域两种文化逻辑之间的融合与冲突,理解为其间各行动主体之间的博弈。具体地,政务微信的融合形态有四,即,"忠"且"传","忠"而不"传","不忠"而"传","不忠"且"不传"。融合中的冲突性元素源于各自相异的场域逻辑,显现为融合中的行动主体--行政领导与微信编辑--在投入与效果、有为与无为、代际差异三方面的博弈。不过,两大场域在目标上可能的一致性,即,政治安全前提下的市场致效,使得政务新媒体仍存在有机融合的空间。基于此,本文尝试性地将我国政务新媒体实践概括为"博弈性融合"。 相似文献
73.
统治与被统治的严重对立是要解决的根本问题。杜威和布尔迪厄都对这种教育的“非民主”给予了揭露和批判,表现在知识或文化资本、学校教育过程、教学法、师生关系等方面的割裂、对立和不平等。二人对“什么是真正民主的教育”进行了深入而独到的探索,分别创立了各自的著名民主教育理论。对“创造性民主”和“真正民主的教育”概念、实验或从经验中学的民主教育方法和以文化社会学为基础的“真正合理的教学法”等例析与比较。 相似文献
74.
我国学界对于布尔迪厄理论的重视和接受,多集中在他的资本、权力和场域等相关概念,对于他理论体系中的另一个核心命题——习性（habitus,又译作“惯习”）的探讨和阐释则相对不多。作为布尔迪厄社会批判理论的重要环节,习性有着丰富的含义和鲜明的美学及人类学指向。从审美人类学的视角出发,在文本梳理和批判反思相结合的基础上,进一步思考习性理论的审美人类学维度。 相似文献
75.
Peer review,Bourdieu and honour: connecting Chinese and Australian intellectual projects 总被引：1，自引：0，他引：1
The reviews of papers for refereed journals are rarely a source of exhilaration, only occasionally a pleasure and frequently dispiriting. Using peer reviews of research containing Chinese concepts, this paper explores different ways of thinking about knowledge, its evaluation and transfer. Bourdieu’s concepts of fields of power, position taking, positioning and honour provide a framework whereby peer reviews are positioned as integral to scholarly argumentation. They are used to test efforts to connect Chinese ideas into the global dynamics of research‐based knowledge, and to teach early career researchers about how to engage in academic disputation. 相似文献
76.
Christopher J. Cushion Mark Griffiths Kathleen Armour 《Sport, Education and Society》2019,24(5):533-546
Professional coach educators are key to the success of coach education and play a crucial role in developing coaching practice. However, coach education research remains remarkably coach centric with little attention paid to the coach educator or the broader role of the socio-cultural context that frames the learning process. Four professional coach educators working for a Sport Governing Body in-situ with twenty five professional clubs took part in interviews and focus groups over the course of a year. In addition, interviews were undertaken with nine academy managers and thirty two coaches as well as observations in eight of the clubs. This paper focuses on the coach educators specifically and aims to understand the nature of coach educators' social reality and practice by examining something of the relational nature of the coach educators and their practice in context. Using the work of Bourdieu the paper engages in epistemic reflexivity and attempts to uncover coach educators' social and intellectual unconscious embedded in and reflected through their social practice. Findings show the operation of a number of socially constructed legitimating principles where the success or failure of the coach educator's practice and learning was inextricably linked to power. Each club (field) was a field of struggles, and coach educators had to play a symbolic and relational game being defined by and, at the same time, struggling to define these relations. Hence practice for the coach educators was both social and embodied. 相似文献
77.
At the beginning of the 2013/2014 season in England and Wales, 90 head coaches of the 92 men's national professional football league clubs and 20 of the 22 men's professional rugby union clubs had tenure as a professional elite player in their respective sports. Moreover, Rynne [(2014). ‘Fast track’ and ‘traditional path’ coaches: Affordances, agency and social capital. Sport, Education and Society, 19, 299–313] has claimed that many former elite athletes are ‘fast-tracked’ through formal accreditation structures into these high-performance coaching roles. The reasons why former elite athletes dominate head coaching roles in professional sports clubs and why a ‘fast-track’ pathway from elite athlete to high-performance coach is supported remain unclear. Thereby the present study sought to address this issue by investigating the basis for ‘fast-tracked’ head coaching appointments. Eight male directors of men's professional football and rugby union clubs in England were interviewed to examine how particular coaching skills and sources of knowledge were valorised. Drawing upon Bourdieu's conceptual framework, the results suggested that head coaching appointments were often based upon the perceived ability of head coaches gaining player ‘respect’. Experiences gained during earlier athletic careers were assumed to provide head coaches with the ability to develop practical sense and an elite sporting habitus commensurate with the requirements of the field of elite sports coaching. This included leadership and practical coaching skills to develop technical and tactical astuteness, from which, ‘respect’ could be quickly gained and maintained. The development of coaching skills was rarely associated with only formal coaching qualifications. The ‘fast-tracking’ of former athletes for high-performance coaching roles was promoted by directors to ensure the perpetuation of specific playing and coaching philosophies. Consequently, this may exclude groups from coaching roles in elite men's sport. The paper concludes by outlining how these findings might imply a disjuncture between the skills promoted during formal coaching qualifications and the expectations club directors have of elite coaches in these sports. 相似文献
78.
魏伟 《成都体育学院学报》2015,(2):33-39
布尔迪厄有关电视体育的讨论是其体育观的重要组成部分。他对作为符号的奥运会电视转播有独到的见解,这一经过加工处理的文本与真实的奥运会有一定的距离。电视与体育之间的结合被学者誉为“天作之合”,二者之间的神话关系导致体育的电视化生存和电视的体育化生存。在全球化背景下,电视体育跨文化传播和意识形态输出的特点日益显著。电视体育在新媒体的挑战面前保持自我修复和更新能力,因此依然被认为是多媒体和跨媒体文本中的经典介质。 相似文献
79.
Jo Warin 《British Journal of Sociology of Education》2015,36(5):689-706
This article contributes to ongoing discussion of the Bourdieusian concept of cultural capital and current attempts to elaborate this concept and its derivatives. The paper identifies ‘identity capital’, the capacity to create a narrative of social and self-awareness by constructing a flexible sense of self. This concept explains findings from a longitudinal ethnography with nine children and young people over a 13-year period from pre-school to the age of 17. Analysis of the data shows that this particular capacity is developed through certain kinds of privileged discourses and the opportunities provided within socially advantaged schools and families. Two case studies are selected to reveal how identity capital interacts with other identifiable forms of capital that compound and entrench each other. The paper concludes by arguing that deficiencies in identity capital could be addressed within schooling in order to support the creation of this important resource. 相似文献
80.
Ann-Marie Bathmaker 《Cambridge Journal of Education》2015,45(1):61-80
This paper uses Bourdieu’s concept of ‘field’ as a tool to examine higher education participation in England in the context of diversified and differentiated provision. Admissions practices for courses in two institutions offering tertiary and higher education demonstrate how the official rules of the game shape the experience of students moving into and through HE on vocational and alternative routes. These examples suggest that rules created for the ‘selective’ part of the HE field can have perverse effects on other parts of the field, creating barriers rather than bridges for students seeking to participate in HE via alternative routes. The paper concludes by considering the strengths and limitations of using Bourdieu’s tools for understanding diversification in HE. Does using Bourdieu lead to the inevitable conclusion that diversity is a form of diversion, directing a proportion of the population through an easily accessible, but ultimately less rewarding path, or can Bourdieu’s tools suggest possibilities for transformation and change? 相似文献