1 EDM 6210 Education Policy and Society Lecture 8 Education Policy and Social Differentiation: The...

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EDM 6210EDM 6210Education Policy and SocietyEducation Policy and Society

Lecture 8Lecture 8Education Policy and Social Differentiation: Education Policy and Social Differentiation:

The Class-Formation AnalysisThe Class-Formation Analysis

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From Class Structure to Class Formation

Orthodox Marxist core mode of class analysisOrthodox Marxist core mode of class analysis Class location, class place and structure analysis: Class location, class place and structure analysis:

The class in itself thesisThe class in itself thesis Class formation and class struggle: The class for Class formation and class struggle: The class for

itself thesisitself thesis The theory of history: The thesis of class struggle The theory of history: The thesis of class struggle

historyhistory

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(Wright, 1997, p. 374)

ClassFormation

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(Wright, 1997, p. 379)

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(Wright, 1997, p. 380)

Strong or weak class formation

Unitary or fragmented class formation

Revolutionary, counter-revolution or reformist class formation

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E.O. Wright E.O. Wright micro-macro levels micro-macro levels of class of class analysisanalysis Micro-level Micro-level class analysisclass analysis

Class locationClass location• Class placesClass places• Class positionsClass positions

Class consciousnessClass consciousness• Perception and observationPerception and observation• Theories of consequencesTheories of consequences• PreferencesPreferences

7(Wright, 1997, p. 385)

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(Wright, 1997, p. 386)

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E.O. Wright micro-macro levels of class E.O. Wright micro-macro levels of class analysisanalysis Micro-level class analysisMicro-level class analysis

Class locationClass location Class consciousnessClass consciousness Class practice: “Activities engaged in by

members of a class using class capacities in order to realize at least some of their class interest.” (1997, p. 381)

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E.O. Wright micro-macro levels of class E.O. Wright micro-macro levels of class analysisanalysis Macro-levelMacro-level class analysis class analysis

Class structureClass structureClass formationClass formation

• Material Material interestsinterests generated from class structure generated from class structure

• Class Class identityidentity emerged from lived experience emerged from lived experience

• ResourcesResources distributed in the class structure distributed in the class structure

Class struggleClass struggle

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E.O. Wright micro-macro levels of class E.O. Wright micro-macro levels of class analysisanalysis Micro-level class analysis: Class consciousness Macro-level class analysis: Class formation The micro-macro linkage in class analysis

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Class Consciousness and Class Culture

E.O. Wright survey of class consciousnessE.O. Wright survey of class consciousness Measuring class consciousnessMeasuring class consciousness

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(Wright, 1985, p. 146)

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Class Consciousness and Class Culture

E.O. Wright survey of class consciousnessE.O. Wright survey of class consciousness Measuring class consciousnessMeasuring class consciousness Class ideology study in three countriesClass ideology study in three countries

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Class Formation and Struggle: Debate on the Historical Mission of the Proletarian

Margaret R. SomersMargaret R. Somers’ deconstructing Marxist ’ deconstructing Marxist class formation theoryclass formation theory The metanarrative underlying the class formation The metanarrative underlying the class formation

theorytheory From pre-industrial to industrial societyFrom pre-industrial to industrial society ProletarianizationProletarianization The teleological prediction underlying class The teleological prediction underlying class

formation theory formation theory The historical mission of English working classThe historical mission of English working class

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Margaret R. Somers’ deconstructing Marxist Margaret R. Somers’ deconstructing Marxist class formation theoryclass formation theory The anomalous proposition in Marxist’s class The anomalous proposition in Marxist’s class

formation studyformation study

Why have the English working class (and just Why have the English working class (and just about all working classes) resolutely refused to about all working classes) resolutely refused to behave “properly” or to perform its “historical behave “properly” or to perform its “historical mission”?mission”?

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Somers Theory of class formation as social Somers Theory of class formation as social narrativitynarrativity The concept of The concept of social narrativitysocial narrativity Social narrativity is “concepts of social Social narrativity is “concepts of social

epistemology and social ontology. (It)… posits epistemology and social ontology. (It)… posits through narrartivity that we come to know, through narrartivity that we come to know, understand, and make sense of the social world, understand, and make sense of the social world, and through which we constitute our social and through which we constitute our social identity. It matters… that we come to be (usually identity. It matters… that we come to be (usually unconsciously) who we are (however ephemeral, unconsciously) who we are (however ephemeral, multiple, and changing) by our locations in social multiple, and changing) by our locations in social narrative and networks that rarely of our own narrative and networks that rarely of our own making.” (Somers, 1997, p.82)making.” (Somers, 1997, p.82)

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Somers Theory of class formation as social Somers Theory of class formation as social narrativitynarrativity Component of social narrativityComponent of social narrativity

Relationality of parts, Relationality of parts, Temporality, sequence and places, Temporality, sequence and places, Causal emplotment, and Causal emplotment, and Selective appropriation Selective appropriation

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Somers Theory of class formation as social Somers Theory of class formation as social narrativitynarrativity Four kinds of narrativityFour kinds of narrativity

Ontological narratives and the constitution of Ontological narratives and the constitution of narrative identitynarrative identity

Public, cultural and institutional narrativesPublic, cultural and institutional narratives Conceptual / analytical / sociological narrativityConceptual / analytical / sociological narrativity MetanarrativityMetanarrativity

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Somers Theory of class formation as social Somers Theory of class formation as social narrativitynarrativity Two methodological conceptsTwo methodological concepts

Narrative identity: Class identity, class Narrative identity: Class identity, class consciousness and class action are mediated by consciousness and class action are mediated by narrative rather by interestnarrative rather by interest

Relational setting: It refers to the temporal and Relational setting: It refers to the temporal and spatial configuration of public narrativities and spatial configuration of public narrativities and social and cultural environment within which social and cultural environment within which ontological narratives are constituted. ontological narratives are constituted.

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Somers Theory of class formation as social Somers Theory of class formation as social narrativitynarrativity Two methodological conceptsTwo methodological concepts

Narrative identity: Class identity, class Narrative identity: Class identity, class consciousness and class action are mediated by consciousness and class action are mediated by narrative rather by interestnarrative rather by interest

Relational setting: It refers to the temporal and Relational setting: It refers to the temporal and spatial configuration of public narrativities and spatial configuration of public narrativities and social and cultural environment within which social and cultural environment within which ontological narratives are constituted.ontological narratives are constituted.

Somers’ research on English working class Somers’ research on English working class formation in 1800-1850formation in 1800-1850

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Narrative of citizenship formation and constitution of public sphere OR narrative of class formation and constitution of class society

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Pierre Bourdieu’s Theory of Class Practice

Bourdieu’s Bourdieu’s methodological stancemethodological stance in class analysis in class analysis

“ “The construction of the theory of the social space The construction of the theory of the social space presupposes a series of presupposes a series of breaks with Marxist theorybreaks with Marxist theory.. It presupposes a break with the tendency to It presupposes a break with the tendency to emphasize emphasize

substancessubstances — here, real groups whose number, limits, — here, real groups whose number, limits, members, etc. one claims to be able to define — at the members, etc. one claims to be able to define — at the expense of expense of relations relations and and

with the with the intellectualist illusionintellectualist illusion which leads one to consider the which leads one to consider the theoretical classtheoretical class, constructed by the social scientist, as a , constructed by the social scientist, as a real real classclass, an effectively mobilized group; , an effectively mobilized group;

a break with a break with economicseconomics, which leads one to reduce the , which leads one to reduce the social social fieldfield, a multi-dimensional space, to the economic field alone, , a multi-dimensional space, to the economic field alone, to the relations of economic production; and to the relations of economic production; and

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Bourdieu’s methodological stance in class analysisBourdieu’s methodological stance in class analysis

“ “The construction of the theory of the social space ….The construction of the theory of the social space …. a break, finally, with a break, finally, with objectivismobjectivism, which goes hand in hand , which goes hand in hand

with intellectualism, and which leads one to overlook the with intellectualism, and which leads one to overlook the symbolic strugglessymbolic struggles that take place in different fields, and that take place in different fields, and where what is at stake is the very representation of the social where what is at stake is the very representation of the social world, and in particular the hierarchy within each of the fields world, and in particular the hierarchy within each of the fields and between the different fields.” (Bourdieu, 1991, p. 229; my and between the different fields.” (Bourdieu, 1991, p. 229; my numbering)numbering)

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Pierre Bourdieu, (1930-2002)

Bourdieu, Pierre (1991) “Social Space and the Genesis of ‘Classes’. Pp.229-251. In P. Bourdieu. Language and Symbolic Power. Cambridge: Harvard University Press.

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Bourdieu’s theory of social spaceBourdieu’s theory of social space Concepts of social space and fieldConcepts of social space and field

Social spaceSocial space: “The : “The social worldsocial world can be represented in the can be represented in the form of a form of a (multi-dimensional) space(multi-dimensional) space constructed on the constructed on the basis of principles of differentiation and distribution basis of principles of differentiation and distribution constituted by the set of constituted by the set of propertiesproperties active in the social active in the social universe under consideration, that is, universe under consideration, that is, able to confer force able to confer force or poweror power on their possessor in that universe. on their possessor in that universe. Agents Agents and and groups of agents are thus defined by their relative groups of agents are thus defined by their relative positions in this space. Each of them is confined to a positions in this space. Each of them is confined to a position or a precise position or a precise classclass of neighbouring position.” of neighbouring position.” (Bourdieu, 1991, p. 229-230)(Bourdieu, 1991, p. 229-230)

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Bourdieu’s theory of social spaceBourdieu’s theory of social space Concepts of social space and fieldConcepts of social space and field

Field Field and field of force: “In so far as the properties chosen and field of force: “In so far as the properties chosen to construct this space are to construct this space are active propertiesactive properties, the space can , the space can also be described as a also be described as a field of forcesfield of forces: in other words, as a : in other words, as a set of set of objective power relationsobjective power relations imposed on all those who imposed on all those who enter this field, relations which are not reducible to the enter this field, relations which are not reducible to the intentions of individual agents intentions of individual agents or even to direct or even to direct interactions interactions between agentsbetween agents.” (Bourdieu, 1991, p. 230).” (Bourdieu, 1991, p. 230)

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Bourdieu’s concept of Bourdieu’s concept of capitalcapital:: ““The The active propertiesactive properties that are chosen as principles that are chosen as principles

of construction of the social space are the different of construction of the social space are the different kinds of power or kinds of power or capitalcapital that are current in the that are current in the field.” (Bourdieu, 1991, p. 230, my underline)field.” (Bourdieu, 1991, p. 230, my underline)

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Bourdieu’s concept of Bourdieu’s concept of capitalcapital:: Definition of capital: Definition of capital:

““Capital is accumulated laborCapital is accumulated labor (in its materialized form or (in its materialized form or its 'incorporated', embodied form) which, when its 'incorporated', embodied form) which, when appropriated on a private, i.e. exclusive, basis by agents appropriated on a private, i.e. exclusive, basis by agents or groups of agents, enable them to appropriate social or groups of agents, enable them to appropriate social energy in the form of reified or living labor. It is a energy in the form of reified or living labor. It is a forceforce inscribed in objective or subjective structures, but it is inscribed in objective or subjective structures, but it is also the also the principleprinciple underlying the immanent regularities of underlying the immanent regularities of the social world. It is what makes the games of society—the social world. It is what makes the games of society—not least, the economic game—something other than not least, the economic game—something other than simple games of chance offering at every moment the simple games of chance offering at every moment the possibilitypossibility of a miracle.”(Bourdieu, 1997, p. 46) of a miracle.”(Bourdieu, 1997, p. 46)

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Bourdieu’s concept of capital:Bourdieu’s concept of capital: FormsForms of capital of capital

Economic capitalEconomic capital “is immediately and directly convertible “is immediately and directly convertible into money and may be institutionalized in the form of into money and may be institutionalized in the form of property rights.”property rights.”

Cultural capitalCultural capital can exit in three states (1997, p. 47) can exit in three states (1997, p. 47) • embodied state, i.e. in the form of long-lasting embodied state, i.e. in the form of long-lasting

dispositions of the mind and body; (1997, p. 47)dispositions of the mind and body; (1997, p. 47)• objectified state, i.e. in the form of cultural goods objectified state, i.e. in the form of cultural goods

(pictures, books, dictionaries, instruments, machines, (pictures, books, dictionaries, instruments, machines, etc.), which are the trace or realization of theories or etc.), which are the trace or realization of theories or critiques of these theories, problematics, etc.critiques of these theories, problematics, etc.

• institutionalized state, i.e. in the form of educational institutionalized state, i.e. in the form of educational qualifications (1997, p. 47)qualifications (1997, p. 47)

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Bourdieu’s concept of capital:Bourdieu’s concept of capital: Forms of capitalForms of capital

Social capitalSocial capital “is the aggregate of the actual or potential “is the aggregate of the actual or potential resources which are linked to resources which are linked to possession of a durable possession of a durable networknetwork of more or less institutionalized relationships of of more or less institutionalized relationships of mutual acquaintance and recognition – or in other words, mutual acquaintance and recognition – or in other words, to membership in a group – which provides each of its to membership in a group – which provides each of its members with the backing of the collectivity-owned capital. members with the backing of the collectivity-owned capital. (1997, p. 51)(1997, p. 51)

““Symbolic capitalSymbolic capital commonly called prestige, reputation, commonly called prestige, reputation, fame, etc.” (1991, p.230)fame, etc.” (1991, p.230)

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Concept of the “Concept of the “space of positionsspace of positions”: As each forms of ”: As each forms of capital establishes itself as the active property in a capital establishes itself as the active property in a particular a field of force, “a multi-dimensional space of particular a field of force, “a multi-dimensional space of position” is formed. Agents are thus be distributed in this position” is formed. Agents are thus be distributed in this space of positions in space of positions in two dimensionstwo dimensions, “in the first , “in the first dimension, according to the overall volume of capital they dimension, according to the overall volume of capital they possess, and, in the second dimension, according to the possess, and, in the second dimension, according to the composition of their capital – in other words, according to composition of their capital – in other words, according to the relative weight of the different kinds of capital in the the relative weight of the different kinds of capital in the total set of their assets.” (Bourdieu, 1991, p. 231) total set of their assets.” (Bourdieu, 1991, p. 231)

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Concept of the “Concept of the “space of positionsspace of positions”: ”:

……..Subsequently, Bourdieu reformulates the ..Subsequently, Bourdieu reformulates the fundamental dimensions in the constructing space of fundamental dimensions in the constructing space of positions into three. In his own words, “one can positions into three. In his own words, “one can construct a space whose construct a space whose three fundamental dimensionsthree fundamental dimensions are defined by volume of capital, composition of capital, are defined by volume of capital, composition of capital, and change in these two properties over time.” and change in these two properties over time.” (Bourdieu, 1979, p. 114)(Bourdieu, 1979, p. 114)

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Concept of Concept of classclass: “One the basis of knowledge of the : “One the basis of knowledge of the space of positions, one can crave out classes in the space of positions, one can crave out classes in the logical sense of the word, i.e. logical sense of the word, i.e. sets of agents who sets of agents who occupy similar positionsoccupy similar positions and who, being place in and who, being place in similar conditionssimilar conditions and submitted to similar types of and submitted to similar types of conditioning, have every chance of having conditioning, have every chance of having similar similar dispositionsdispositions and interests, and thus of producing and interests, and thus of producing similar practicessimilar practices and adopting similar stances.” and adopting similar stances.” (Bourdieu, 1991, p. 231)(Bourdieu, 1991, p. 231)

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Concept of Concept of class habitusclass habitus: : Concept of Concept of habitushabitus as methodological device as methodological device

synthesizing the controversy between synthesizing the controversy between methodological methodological objectivismobjectivism and and idealismidealism and as one and as one of the essential constituting concept of Bourdieu’s of the essential constituting concept of Bourdieu’s Theory of Practice/Logic of Practice.Theory of Practice/Logic of Practice.

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Concept of Concept of class habitusclass habitus: …: … Definition of habitus: It can simply be “defined as Definition of habitus: It can simply be “defined as a system of a system of

dispositionsdispositions” (Bourdieu, 1977, p. 214) found in practices of ” (Bourdieu, 1977, p. 214) found in practices of agents and group of agents. More specifically, it refers to agents and group of agents. More specifically, it refers to "systems of durable, transposable "systems of durable, transposable dispositionsdispositions, structured , structured

structures predisposed to function as structuring structures, that is, structures predisposed to function as structuring structures, that is, as principles of the generation and structuring of practices and as principles of the generation and structuring of practices and representations that can be objectively adapted to their outcomes representations that can be objectively adapted to their outcomes without presupposing a conscious aiming at ends or an express without presupposing a conscious aiming at ends or an express mastery of the operations necessary in order to attain them. mastery of the operations necessary in order to attain them. Objectively regulated and ‘regular’ without being in any way the Objectively regulated and ‘regular’ without being in any way the product of obedience to rules, they can be collectively orchestrated product of obedience to rules, they can be collectively orchestrated without being the product of the organizing (orchestrating) action of without being the product of the organizing (orchestrating) action of a conductor” (Bourdieu, 1990, p. 53; 1977, p. 72)a conductor” (Bourdieu, 1990, p. 53; 1977, p. 72)

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Concept of Concept of class habitusclass habitus: : Definition of habitus: ….Definition of habitus: ….

“The habitus, the durably installed generative principle of regulated improvisation, produces practices which tend to reproduce the regularities immanent in the objective conditions to the production of their generative principle, while adjusting to the demands inscribed as objective potentialities in the situation, as defined by the cognitive and motivating structures making up the habitus.” (1977, P.78)

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Concept of class habitus: Concept of class habitus: Habitus and history: Bourdieu conceives habitus as Habitus and history: Bourdieu conceives habitus as

“a “a product of historyproduct of history”.”. ““The habitus, a product of history, produces individual and The habitus, a product of history, produces individual and

collective practices – more history – in accordance with collective practices – more history – in accordance with the schemes generated by historythe schemes generated by history. It ensures the active . It ensures the active presence of past experiences, which, deposited in each presence of past experiences, which, deposited in each organism in the form of schemes of perception, thought organism in the form of schemes of perception, thought and action, tend to guarantee the ‘correctness’ of practices and action, tend to guarantee the ‘correctness’ of practices and their constancy over time, more reliably than all formal and their constancy over time, more reliably than all formal rules and explicit norms.” (Bourdieu, 1990, p. 54)rules and explicit norms.” (Bourdieu, 1990, p. 54)

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Concept of class habitus: Concept of class habitus: Habitus and history: Bourdieu conceives habitus as “a Habitus and history: Bourdieu conceives habitus as “a

product of history”.product of history”. ““The habitus – The habitus – embodied history, internalized as a second nature embodied history, internalized as a second nature

and so forgotten as historyand so forgotten as history – is the active presence of the whole – is the active presence of the whole past of which it is the product. As such, it is what gives practices past of which it is the product. As such, it is what gives practices their relative autonomy with respect to external determinations of their relative autonomy with respect to external determinations of the immediate present. This autonomy is that of the past, enacted the immediate present. This autonomy is that of the past, enacted and acting, which and acting, which functioning as accumulated capital, produces functioning as accumulated capital, produces historyhistory on the basis of history and so ensure the permanence in on the basis of history and so ensure the permanence in change that change that makes the individual agent a world within the worldmakes the individual agent a world within the world.” .” (Bourdieu, 1990, P. 56)(Bourdieu, 1990, P. 56)

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Concept of class habitus: Concept of class habitus: Habitus and Habitus and institutioninstitution: :

Bourdieu indicates that history is not only objectified in habitus and Bourdieu indicates that history is not only objectified in habitus and also in institution. He underlines that within the logic of practice, also in institution. He underlines that within the logic of practice, there are “there are “two objectifications of historytwo objectifications of history, objectification in , objectification in bodiesbodies and objectification in and objectification in institutionsinstitutions.” (1990, p. 57) .” (1990, p. 57)

The dialectic between habitus and institution: These two modes of The dialectic between habitus and institution: These two modes of objectified history are related in a dialectic way. It is within the logic objectified history are related in a dialectic way. It is within the logic of practice, there lies “of practice, there lies “the dialectic between habitus and the dialectic between habitus and institutionsinstitutions, that is, between two modes of objectification of past , that is, between two modes of objectification of past history. In which there is constantly created a history that inevitably history. In which there is constantly created a history that inevitably appears …as both original and inevitable.” (Bourdieu, 1990, p. 57) appears …as both original and inevitable.” (Bourdieu, 1990, p. 57) On the one hand, institution or collective history are inculcated, On the one hand, institution or collective history are inculcated, appropriated and socialized into individual and constituted her appropriated and socialized into individual and constituted her habitus and individual history. On the other, it is in habitus and its habitus and individual history. On the other, it is in habitus and its generated practices that institution will find its way to reactivate generated practices that institution will find its way to reactivate and realize in daily human practices.and realize in daily human practices.

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Concept of class habitus: Concept of class habitus: Concept of Concept of class habitusclass habitus: :

One of the primary institutional and historical site in which habitus One of the primary institutional and historical site in which habitus of agents and groups of agents are formed is class condition. In of agents and groups of agents are formed is class condition. In Bourdieu’s own words, “Bourdieu’s own words, “the conditionings associated with a the conditionings associated with a particular class of conditions of existence produce habitusparticular class of conditions of existence produce habitus.” (1990, .” (1990, p. 53) p. 53)

““Class habitusClass habitus, that is, the individual habitus in so far as it , that is, the individual habitus in so far as it expresses or reflects the class, could be regarded as a subjective expresses or reflects the class, could be regarded as a subjective but non-individual system of internal structures, common schemes but non-individual system of internal structures, common schemes of perception, conception and action, which are precondition of all of perception, conception and action, which are precondition of all objectification and apperception; and the objective co-ordination of objectification and apperception; and the objective co-ordination of practices and the sharing of a world view could be found on the practices and the sharing of a world view could be found on the perfect impersonality and interchangeability of singular practices perfect impersonality and interchangeability of singular practices and views.” (1990, p. 60)and views.” (1990, p. 60)

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Class practice and lifestyleClass practice and lifestyle:: In one of his major empirical work, In one of his major empirical work, Distinction: A Social Critique Distinction: A Social Critique

of the Judgement of Tasteof the Judgement of Taste, Bourdieu demonstrates that the most , Bourdieu demonstrates that the most distinct practices among social classes are to be found in the distinct practices among social classes are to be found in the arena of consumptionsarena of consumptions, more particularly , more particularly cultural consumptionscultural consumptions. . These consumptions will not be confined to “canonized forms of These consumptions will not be confined to “canonized forms of culture” such as art, literature, music, theater, etc. but also culture” such as art, literature, music, theater, etc. but also include consumptions in food, sport, newspapers and include consumptions in food, sport, newspapers and magazines, clothing, etc. (Bourdieu, 1987; and Weininger, 2005)magazines, clothing, etc. (Bourdieu, 1987; and Weininger, 2005)

The distinction in class practices can also be revealed in The distinction in class practices can also be revealed in difference in difference in “lifestyle”“lifestyle” or or “stylization of life”,“stylization of life”, which can which can generally be characterized as “the primacy of form over generally be characterized as “the primacy of form over function.” (Bourdieu, 1978, p. 176)function.” (Bourdieu, 1978, p. 176)

Other distinct class practices can be found in Other distinct class practices can be found in language uselanguage use and and body languagebody language composurecomposure. (Bourdieu, 1987, p. 176-177). (Bourdieu, 1987, p. 176-177)

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Bourdieu’s Reproduction Theory of Education

By applying the conceptual apparatuses found in By applying the conceptual apparatuses found in Bourdieu’s theory of class practice, educational system, Bourdieu’s theory of class practice, educational system, education policy and more specifically pedagogic action education policy and more specifically pedagogic action can be understood as can be understood as ““All All pedagogic actionpedagogic action is, objectively, symbolic violence is, objectively, symbolic violence

insofar as it is the insofar as it is the imposition of a cultural arbitrary by an imposition of a cultural arbitrary by an arbitrary powerarbitrary power.” .” (Bourdieu & Passeron, 1977, p. 5)(Bourdieu & Passeron, 1977, p. 5)

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““Insofar as it is a power of symbolic violence, exerted within a Insofar as it is a power of symbolic violence, exerted within a relation of pedagogic communication which can produce its own relation of pedagogic communication which can produce its own specifically symbolic effect only because the arbitrary power specifically symbolic effect only because the arbitrary power which makes imposition possible is never seen in its full truth; which makes imposition possible is never seen in its full truth; and insofar as it is the inculcation of a cultural arbitrary, carried and insofar as it is the inculcation of a cultural arbitrary, carried on within a relation of pedagogic communication which can on within a relation of pedagogic communication which can produce its own, specifically pedagogic effect only because the produce its own, specifically pedagogic effect only because the arbitrariness of the content inculcated is never seen in its full arbitrariness of the content inculcated is never seen in its full truth– truth– pedagogic actionpedagogic action necessarily impliesnecessarily implies, as a social , as a social condition of its exercise, condition of its exercise, pedagogic authoritypedagogic authority and the and the relative relative autonomyautonomy of the agency commissioned to exercise it.” of the agency commissioned to exercise it.” ((Bourdieu & Passeron, 1977, p. 11-12)Bourdieu & Passeron, 1977, p. 11-12)

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““Insofar as it is the arbitrary imposition of a cultural arbitrary Insofar as it is the arbitrary imposition of a cultural arbitrary presupposing pedagogic authority, i.e. a delegation of authority, presupposing pedagogic authority, i.e. a delegation of authority, which requires the pedagogic agency to reproduce the which requires the pedagogic agency to reproduce the principles of the cultural arbitrary which a group or class principles of the cultural arbitrary which a group or class imposes as worthy of reproduction both by its very existence imposes as worthy of reproduction both by its very existence and by the fact of delegating to an agency the authority needed and by the fact of delegating to an agency the authority needed in order to reproduce it, pedagogic action entails in order to reproduce it, pedagogic action entails pedagogic pedagogic workwork, a process of inculcation which must last long enough to , a process of inculcation which must last long enough to produce a durable training, i.e. produce a durable training, i.e. a habitusa habitus, the , the product of product of internalization of the principles of a cultural arbitraryinternalization of the principles of a cultural arbitrary capable of capable of perpetuating itself after pedagogic action has ceased and perpetuating itself after pedagogic action has ceased and thereby of perpetuating in practices the principles of the thereby of perpetuating in practices the principles of the internalized arbitraryinternalized arbitrary.” (.” (Bourdieu & Passeron, 1977, p. 31)Bourdieu & Passeron, 1977, p. 31)

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““Every Every institutionalized education systeminstitutionalized education system owes the specific owes the specific characteristics of its structure and functioning to the fact that, by characteristics of its structure and functioning to the fact that, by the means proper to the institution, it has to produce and the means proper to the institution, it has to produce and reproduce the institutional conditions whose existence and reproduce the institutional conditions whose existence and persistence (persistence (self-reproductionself-reproduction of the system) are necessary both of the system) are necessary both to the exercise of its essential function of inculcation and to the to the exercise of its essential function of inculcation and to the fulfillment of its function of reproducing a cultural arbitrary fulfillment of its function of reproducing a cultural arbitrary which it does not produce (which it does not produce (cultural reproductioncultural reproduction), the ), the reproduction of which contributes to the reproduction of the reproduction of which contributes to the reproduction of the relations between the groups or classes (relations between the groups or classes (social reproductionsocial reproduction)”)” (Bourdieu & Passeron, 1977, p.54)

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Time/History

Capital

Field of Force

Social Space/Space of Position

Other Fields

Other Formsof Capitals

Cultural Arbitrary of the Dominant Class

Pedagogic Action(imposition of cultural arbitrary)

Pedagogic Authority

Pedagogic Work

Education Institution

Self (institutional) Reproduction Cultural Reproduction

Social Reproduction

Pierre Bourdieu’s Reproduction in Education, Society and Culture

Habitus Institution

Inculcate

Reactivate

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Debate on Cultural Resistance in Education

Paul Willis’ ethnographic study of working class kids’ resistance to school culture Paul Willis (1977) Learning to labor: How working class kids get

working class jobs. From 1972 to 1975 Paul Willis studied 12 working class youths’ school life and the transmission to life on the shop floor.

Willis revealed that a kind of school counter-culture prevailed among his subjects. This culture consisted of elements such as anti-authority, anti-intellectual, hard-tough masculine identity, sexism and racism.

Willis argued that this school counter-culture had direct relationship with the main features of the shop-floor culture of the working class.

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More importantly, the study poses a significant question to the resistance theory in education and to a larger extent to the theory of class-culture formation, that is, what is the real meaning of school counter-culture to working class kids in the context of class reproduction in class society?

“For no matter what the larger pattern of working class culture and cycle of its continuous regeneration, no matter what the severity of disillusion amongst ‘the lads’ as they get older, their passage is to all intents and purposes irreversible. When the cultural apprenticeship of the shopfloor is fully worked out, and its main real activity of arduous production for others in unpleasant surroundings is seen more clearly, there is a double kind of entrapment in what might then be seen, as the school was seen before, as the prison of the workshop. Ironically, as the shopfloor becomes a prison, education is seen retrospectively, and hopelessly, as the only escape.” (Willis, 1977, 107)

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John U. Ogbu’s theory of “acting white” In an ethnographic study Fordham and Ogbu argue that “one

major reason that black students do poorly in school is that they experience inordinate ambivalence and affective dissonance in regard to academic effort and success.” These ambivalence and dissonance are mainly invoked from the cultural differences between White and Black American. Ogbu argues that “Black and White cultural and dialect frames of reference are different and oppositional.” (Ogbo, 2007, 367)

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John U. Ogbu’s theory of “acting white” Since the cultural and linguistic frames of reference in schools

are predominantly those of White, Black students are therefore experiencing collective identity ambivalences or even crises along their educational attainment paths. Ogbu suggests that they could adopt different strategies coping with the burden of “acting white”, e.g. Assimilation or emulation of White, Accommodation without assimilation, Ambivalence, and Resistance or opposition.

Ogbu also argues that there are social sanctions, in particular peer pressure, among Black youths against ‘acting white’. This would cost some of them their academic achievements.

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Counter arguments against the “Acting White” theory Evidences from other ethnic groups in the U.S., especially Asian

Americans, suggest that academic performances cannot simply be explained away by racial identity or the burden of ‘acting White’. As Jamie Lew illustrates in his study of Korean American youths’ academic success and failure, he suggests that they can be attributed to “Acting Neither White Nor Black.” (Lew 2007)

His findings suggest that cultural and contextual differences in social class are more essential than racial identity in accounting for academic success or failure among his subjects, i.e. Korean American.

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Counter arguments against the “Acting White” theory Lew therefore concludes that “The stereotype of Asian ‘success’

much like Black ‘failure’ cannot explained solely on their cultural orientation. …Through expanding the current debate across and within racial/ethnic lines, this research shows that culture is significant and race remain salient; however, researchers may benefit by examining race relations beyond a Black and white discourse, and how students’ racial and ethnic identity intersect with culture, class, race, and school context.” (Lew, 2007, 389)

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Lecture 8Lecture 8Education Policy and Social Differentiation: Education Policy and Social Differentiation:

The Class-Formation AnalysisThe Class-Formation Analysis

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