Philosophy Social Aspects

Bourdieu and Education: Acts of Practical Theory by Michael Grenfell, David James

By Michael Grenfell, David James

This article info the sensible functions of Bourdieu's theories in a sequence of particular pedagogic study reviews, exhibiting how his rules could be positioned into perform. Language, gender, occupation decision-making and the adventure of upper schooling scholars are all coated. Questions also are raised referring to learn method. The authors learn Bourdieu's curiosity within the place of the researcher in the learn method. Bourdieu's effect is traced in elements either one of thought and perform. ultimately, ideas, ways, tools and methods which may be derived from Bourdieu are prompt, and assessed, for sensible use in examine.

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They also have the capacity to transmit those forms because, as themselves learners, they once, in part, constituted them. In teaching those forms to their pupils, teachers are engaged in a process by which future forms are constituted for future transmission by their pupils. Classroom interaction occurs in the context of the prior cognitive structures of both teachers and learners. Later in this book, Chapter 5 continues this discussion of the way teaching and learning is not to be reduced to spontaneous interaction but neither is it to be seen as the transmission and reception of absolutely structured knowledge.

As such, individuals may be in, or out, of the game, and may or may not have the necessary pre-existing capital to play it to their advantage. We have seen that a common criticism of Bourdieu is that this makes for a deterministic theoretical approach. However, this is not the case. Rather, everything is up for grabs. It appears as if everyone is free to play, everything is negotiable. If it were not, the ‘rules’ of the games themselves would not be accepted. Everyone plays, but differential structures ensure that not everyone is equal.

They fight back against Bourdieu and Passeron’s expose of limitations in positivist methodology: ‘Yet multivariate studies can include larger social structural variables (with cross-national data), utilize longitudinal or time-series data, and can be used to study interaction effects’ (p. 323). They do not, however, realize that, for Bourdieu, such absorption of the strategic perceptions of particular social scientific agents into the universalizing maelstrom of THE NEED FOR AN EPISTEMOLOGICAL BREAK 37 impersonal data-sets would simply cause him to find a new ‘field’ or interpretative framework within which to sustain freedom of thought and action in opposition to the oppressive totalization of the dominant number crunchers.

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