• Summary
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Educational change and reform on a larger scale Bourdieu for Educators: Policy and Practice brings the revolutionary research and thinking of Pierre Bourdieu (1930[en]2002) of France to public educational leaders in North America, Canada, Australia, and the U.K. This text brings Bourdieu’s work into the arena of elementary and secondary educational reform and change, and offers policy, research, and practice discussions. Authors Fenwick W. English and Cheryl L. Bolton use Bourdieu to challenge the standards movement in different countries, the current vision of effective management, and the open-market notion connecting pay to performance. The text shows that connecting pay to performance won’t improve education for the poorest group of school students in the U.S., Canada, or the U.K., regardless of how much money is spent trying to erase the achievement gap. The authors lay out the bold educational agenda of Pierre Bourdieu by demonstrating that educational preparation must take into account larger socioeconomic-political realities in order for educational change and reform to make an impact.

Unmasking the School Asymmetry and the Social System
Unmasking the School Asymmetry and the Social System
What This Chapter Is About

Schools have not been socially constructed places designed to foment revolution, foster major social change, or rectify issues of inequality or wealth disparities. Rather, despite the political rhetoric of social change used by advocates or reformers professing education as a means to equity and “fairness,” schools have continually reinforced the socioeconomic status quo (Brantlinger, 2003; Savage & English, 2013).

Practitioners need to look carefully at how schools really work and untangle beliefs and procedures that are often contradictory. For example, if tests are culturally biased, their continued use in grouping students will perpetuate discrimination against children of the poor. If test results are then used to ...

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