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Bourdieu for Educators: Policy and Practice

by Fenwick W English and Cheryl L Bolton SAGE Publications, Inc
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Pbk 144 pages
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Bourdieu for Educators: Policy and Practice, brings the revolutionary research and thinking of Pierre Bourdieu (1930-2002) of France to public educational leaders in North America, Canada, and the U.K. This text brings Bourdieu's corpus 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 layout the bold educational agenda of Pierre Bourdieu by demonstrating that educational preparation must take into account larger socio-economic-political realities in order for educational change and reform to make an impact.

Chapter 1: Introducing Pierre Bourdieu to Educational Practitioners Bourdieuas Biography Vielseitigkeit: What is Distinctive About Bourdieu Understanding the Nature of Pedagogic Work as Political Struggle The aCulture Warsa in the U.S. and the U.K.: Similarities and Differences The Battle Over the Correct Academic Subjects and Proper Pedagogic Work The Concept of Misrecognition and How It Works Some History with Misrecognition in the Past Building Awareness of the Forces at Play Without New Eyes: The Blinders of Doxa as Orthodoxy Bourdieu as the Public Intellectual, Activist and ProvocateurChapter 2: Unmasking the School Asymmetry and the Social System Bourdieusian Cornerstones Bourdieuas Concept of Habitus An Example of Neighborhood Habitus A Case Study of How Family Habitus Works to Shape Career Aspirations The Intersection of Class, Social Space and the Field An Example of a Field with Its Own Logic The Cultural Arbitrary The Plight of Minority Children Facing the Dominant Cultural Arbitrary in Schools How the System Works as a Game Who Benefits from Schools as They Are? Illuiso and Unquestioned Loyalty to Continuing Orthodoxies The Bounded Nature of Choice Within a Designated Social Space Educational Inequalities Must Remain Unnamed Connecting the Dots: The Importance of Family in School Success The Challenge of Reducing Social Inequality as an Educational GoalChapter 3: The Curriculum, Qualifications and Life Chances The Three Forms of Capital Empirical Validation of the Impact of Social Capital on School Success The Power of Cultural Capital and Bourdieuas Own Experience as a Student Schools as Institutionalized Embodiments of Forms of Cultural Capital Capital, Power, Symbolic Violence, and Scholastic Habitus Two Recent Examples of Symbolic Power (Violence) with School Curricula Social Origin and School Success: Historical and Continuing Evidence of the Linkage Between Them Academic Failure as the aFaulta of the Student? Academic CredentialsaEssential Capital? The Hidden Curriculum, Cultural Values and Schooling Success Calculating Life Chances: The Academic vs. Vocational Education Debate The Issue of the Mal-Distribution of OpportunityChapter 4: The Shifting Control of Leadership Preparation The Construction of National Leadership Standards in the U.K. and the U.S. The Major Epistemological Steps Behind National Standards Core Technologies and the Reification of the Status Quo The Shifting Nature of the Contestation and Changer in Power in the Education Field The De-Contextualization of School Leaders via Job Standardization The Reformers Blinkered Vision for Change: They Just Donat See ItChapter 5: A Retrospective Look at Bourdieuas Impact The Social Field of Education is Not Static Education Is Simultaneously a Means and an End Schooling as the Cultural Arbitrary Demonizes Those who are aOtherizeda The Dominant Consumer Culture in Education Undermines Its Moral and Humanistic Value Educational Reform Will Always Benefit and Advantage the Reformers The Dilemma of School Leadership, Agent of the State or of Humanity?

The book is excellent. Dr. English and Cheryl L. Bolton do a masterful job in explaining how educational leadership is actually under attack by outside forces. The landscape has changed significantly due to political forces disguised by accreditation initiatives. [...] Bourdieu for Educators with the application of Dr. English's ideas and insights is absolutely essential reading and adoption for those wanting to rescue the field of educational leadership and administration from the "Billionnaires Boys Club" and many other destructive factions.

Fenwick W. English (Ph.D.) is the R. Wendell Eaves Senior Distinguished Professor of Educational Leadership in the School of Education at the University of North Carolina at Chapel Hill, a position he has held since 2001. As a scholar/practitioner he has held positions as a school principal and superintendent of schools in California and New York and as a department chair, dean, and vice-chancellor of academic affairs at universities in Ohio and Indiana. He is the former President of the University Council of Educational Administration (UCEA) and of the National Council of Professors of Educational Administration (NCPEA). His research has been reported in national and international academic forums. He edited the 2006 SAGE Encyclopedia of Educational Leadership and Administration, the 2009 SAGE Library of Educational Thought and Practice: Educational Leadership and Administration; and the 2011 SAGE Handbook of Educational Leadership (2nd Ed.). In 2013, he received the Living Legend Award from NCPEA for his lifetime contribution to the field of educational leadership.

He has also recently been appointed Adjunct Professor at the Queensland University of Technology.

Cheryl L. Bolton (Ph.D. Staffordshire University) is responsible for a range of education programs including education doctorates and wider professional development for teachers and others in education. She worked in industry before moving to education becoming a teacher in college, developing teacher education programs, and moving to Staffordshire University in 2008 where she has continued to work with educators of learners of all ages and across different establishments. Dr Bolton has a number of publications relating to educational leadership which have appeared in The Journal of Educational Administration and The Journal of School Leadership, and a chapter on the work of Pierre Bourdieu and Basil Bernstein in the 2011 SAGE Handbook of Educational Leadership, Second Edition. She has presented papers at the American Education Research Association and the British Educational Research Association in the UK.