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Bourdieu Cultural Capital

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Emily Sinclair

on 3 September 2012

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Transcript of Bourdieu Cultural Capital

AHO 211 Critical
Issues Assignment 2
In pairs WIKI due; Midnight 1st September 2012 Harker, R. ( 1985) Schooling and Cultural Reproduction. In Codd, J., Harker.R &
Nash, R. (Eds) Political Issues in New
Zealand and Education (pp 57-72).
Palmerston North: Dunmore Press. analyse, synthesise and relate the articulated theory in the following article to your own personal position/s. You will also need to engage in your own research and find other supporting literature. There is an expectation that you will use at least THREE other published articles/books to support your position/s. Find in your neighbourhood and/or outside your neighbourhood pictorial examples of each of the five levels that Bourdieu refers to in the above article. Discuss your examples in relation to the theory and where you are personally positioned. 3000 Words Pierre Bourdieu believed that the school system sets up working class children to fail channelling them into low status jobs Bourdieu's 5 levels of in which inequalities are perpetuated as interpreted by me Now discuss knowledge
and social reproduction
5-10 minutes max
then click the Youtube ‘Level 1 notes that for the non-dominant group children there tends to be a low success rate in all kinds of school tests and external examinations, due to the cultural bias in all aspects of schooling- the setting, the curriculum, the teaching methods, the evaluation system, authority structure and so forth. For instance, a child in a kura kaupapa Maori who has tacit understanding of Maori knowledge, self-presentation, language uses and values will achieve higher than that of a pakeha child who has a different mindset and cultural views or vice versa. Because the child is knowledgeable and more comfortable with their cultural capital and the school holds similar views then the child has a greater chance of achieving at a higher level. A child in a kura kaupapa Maori, who has tacit understanding of Maori knowledge, self-presentation, language uses and values will achieve higher than that of a pakeha child who has a different mindset and cultural views. Because the Maori child is knowledgeable and more comfortable with their cultural capital and the school holds similar views Level two gets interesting as this is when a non-dominant student may break the boundaries and be able to succeed. The non-dominant student is able to make choices on their future plans, this is where the students and their families can make the wrong choice, reason is that rarely are they prepared for this stage and have not had a good understanding. If more information and guidance was given then may be a more informed choice would have been made.
For example in MY BIG FAT GYPSY WEDDING
traveller girls are encouraged by their parents to leave school at a young age to look after their siblings and clean the caravans many of the girls can't read or write Level three is where the system starts to take care of those who recognise and acknowledge it, Bourdieu called this ‘learned ignorance’ having only one currency of cultural capital and a powerful tool for assimilation. At this level assimilation would have taken place for the non-dominant student to succeed, a big price to pay for success that would only give them limited scope for the future. Level four is all about the denigration of the academic when style is taken in preference to content. When teachers look for style and presentation they are working within the habitus of the cultivated classes thus making it hard to succeed any further. To have the right credentials here for success the individual would have to have been born into the privileged group where they raised their children for success keeping them safe in their futures. Here is an example Level 5 credential inflation
when two applicants have
the same qualifications Classrooms at the wânanga are named after eponymous ancestors so the cultural capital of the wânanga is Mâori. This suggests that the majority of the teachers at the wânanga are Mâori and will ensure that culturally appropriate pedagogy will be used to engage all learners. A tamaiti switching from a Kôhanga Reo to a mainstream school will be disadvantaged
1 because the language is different
2 the focus is on the written word and reading, whereas Kohanga tamariki are verbally competent.
A non Mâori child enrolling into a kura Mâori
will not have the cultural capital and may not last
An immigrant enrolling into a mainstream
school will not have the cultural capital My daughter's partner "Hirini" decided
to grow Dredz. He said that people treated
him differently, they were suspicious of his
motives. His lecturers at Uni looked at him differently too and encouraged him to get
rid of them because dreadlocks could be detrimental to his career options. To gain acceptance Hirini had to cut his dreadlocks because his style did not suit the dominant cultures' preferred of style.
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