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

By Michael Grenfell, David James

This article information the sensible functions of Bourdieu's theories in a chain of particular pedagogic examine stories, exhibiting how his principles could be placed into perform. Language, gender, profession decision-making and the event of upper schooling scholars are all lined. Questions also are raised bearing on learn technique. The authors research Bourdieu's curiosity within the place of the researcher in the examine technique. Bourdieu's impact is traced in points either one of idea and perform. eventually, ideas, ways, equipment and methods which may be derived from Bourdieu are recommended, and assessed, for useful use in learn.

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Bourdieu’s methodological endeavour has always been to offer his particular analyses as potentially rather than actually universal. It is helpful to place Bourdieu’s educational work in the context of his own particular educational experience. What follows is not an exercise in biography for its own sake but, rather, an introduction to reflection on the general relevance of Bourdieu’s attempt to offer the objectification of personal experience as science. In other words the starting point in considering Bourdieu’s contribution to the science of education must be an examination of his upbringing and early experience of education.

Pp. 321–2) In the quest for precision and scientificity, however, Bredo and Feinberg seek to evaluate these criticisms. They appear to work on the assumption that Bourdieu and Passeron were saying that conventional, positivist research was methodologically inadequate or underdeveloped whereas, on the contrary, they were saying that it was fundamentally misconceived. Bredo and Feinberg appreciate that Bourdieu and Passeron were arguing that, for instance, the effects of different kinds of college majors have been treated by positivists as absolute whereas they should be understood to be relative to changing historical conditions, but they do not realize that the purpose of the propositional style adopted by Bourdieu and Passeron is to locate possible explanation within contingency rather than to aspire to more sophisticated, absolute knowledge.

Corporally transmitted cultures are constantly invaded and modified by historically objectified cultures. Social classes and educational institutions are both examples of objectification. To talk in terms of ‘classes’ is to consolidate the social differentiation constructed by some agents to impose their dominance over others. The transmission of knowledge in educational institutions doubly imposes artificially constructed objectifications because both the abstracted knowledge that is taught and the institutions themselves within which it is taught are products of the basic inclination to achieve distinction by imposing dominant conceptualizations (‘symbolic violence’).

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