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Hannah Brilliant, Russ Grant, Jen Liu, Gina Sedita
“Bourdieu’s most important contribution to reproduction theory is the concept of cultural capital, which he defines as the general cultural background, knowledge, disposition, and skills that are passed from one generation to the next. …Children of upper-class origin, according to Bourdieu, inherit substantially different cultural capital than do working-class children. By embodying class interests and ideologies, schools reward the cultural capital of the dominant classes and systematically devalue that of the lower classes.”
What kinds of cultural capital are valued in schools but not in other places?
“This perspective characterizes American society as an open one in which barriers to success are mainly personal rather than social. In this meritocratic view, education ensures equality of opportunity for all individuals, and economic inequalities result from differences in natural qualities and in one's motivation and will to work.”
Can we change the ways we teach and evaluate in order to fairly asses students who have different resources? In a pure meritocracy, what skills should we have assessed for this activity and how would that have looked?
If society evaluates all of us no matter our background in relation to dominant cultural ideals, should teachers change the way students with different resources are evaluated?
“In the most general terms, social reproduction theory explains how societal institutions perpetuate (or reproduce) the social relationships and attitudes needed to sustain the existing relations of production in a capitalist society. Reproduction theorists attempt to unravel how and why individuals of modest social origins are at a decided disadvantage in the struggle for lucrative and prestigious jobs.”
(Macleod, 1987, p.12)
What connections can we make between this activity and the idea of social reproduction?
What are the various ways that social reproductions have played out in classrooms and in what ways is this related to teacher authority?
What classroom practices reinforce social reproduction?
What can teachers do to challenge this practice?
Should we hold students to different standards, or should we be incorporating a multifaceted approach to their education (in light of the different pedagogies that Anyon notes correlate to social location)?
What was difficult about this activity?
What would have made it easier?
How do you feel after looking at the other houses?
In light of last night's readings, how did you feel when you realized that other groups had different access to different materials?
How did you feel about facilitator instruction/support in relation to ?