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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.

The Curriculum, Qualifications, and Life Chances
The Curriculum, Qualifications, and Life Chances
What This Chapter is About

The selection of curriculum content is an expression of culture that is itself an arbitrary construct, meaning that there is no value-free curriculum. Since social power is continuously contested within a social field, the struggle over curriculum content is important, as the training delivered via schools can shape what is valued or not and what is understood by social structures. Thus, all forms of capital are apparent in education and are expended to retain and advance social status and power. The state assumes the role of arbiter of the struggle over curriculum, and its recognition provides legitimacy for the interests aligned with specific curricula, as well as the standards ...

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