Bourdieu's Concept of Reflexivity as Metaliteracy

Schirato, Tony; Webb, Jen

doi:10.1080/0950238032000083935

Cited by 42 publications

(23 citation statements)

References 5 publications

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“…But although organs (or machines) rely on the central nervous system (or technicians) to some extent, they autonomously complete their functions in asocial, ahistorical, apolitical, and standardized ways. Such theoretical abstractness was heavily criticized by Bourdieu as constituting a "scholastic point of view" (Schirato & Webb, 2003)-the tendency to "construe the world as a spectacle, as a set of significations to be interpreted rather than as concrete problems to be solved practically" (Bourdieu & Wacquant, 1992, p. 39).…”

Section: Theoretical Genesis Of Csimentioning

confidence: 99%

Cognition and Misrecognition: A Bourdieuian Analysis of Cognitive Strategy Instruction in a Linguistically and Culturally Diverse Classroom

Handsfield

Jiménez

2009

Journal of Literacy Research

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This study reports data from a year-long ethnographic case study of a third-grade teacher's literacy instruction for her linguistically and culturally diverse students. Specifically, we use Bourdieu's social practice theory (1991, 1998) to examine the teacher's linguistic and literate habitus and the discourses of the field converge in her use of cognitive strategy instruction (CSI). In doing so, we spotlight CSI as a site of "struggle for the monopoly of legitimate discourse" (Bourdieu, 1983, p. 317) of the field of reading instruction and the potential effects for linguistically and culturally diverse students. We adapt Bourdieu's theories, however, by situating both habitus and field as performative (Butler, 1993) "as if" spaces (Holland, et al., 1998). Counter to the intentions of many who have developed and advocated the teaching of cognitive reading strategies, we found that CSI was performed in ways that may legitimize narrow conceptions of what "counts" as reading, and even thinking, or cognizing, about texts. At the same time, we identified a small number of instances in which the teacher's instruction challenged those conceptualizations. While we argue that CSI can benefit students, particularly those who struggle with reading, we are concerned that it may be implemented in ways that support current standardizing efforts in language and literacy education. We end with a

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Section: Theoretical Genesis Of Csimentioning

confidence: 99%

Cognition and Misrecognition: A Bourdieuian Analysis of Cognitive Strategy Instruction in a Linguistically and Culturally Diverse Classroom

Handsfield

Jiménez

2009

Journal of Literacy Research

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“…Peoples' words and actions, according to the field in which these interactions occur, allow them to acquire more capital (social, economic, cultural) and recognitionsymbolic power. Although his theories have been criticized as overly deterministic (Pennycook, 2001;Schirato & Webb, 2003), Bourdieu argued that "habitus is creative, inventive, but within the limits of its structures, which are the embodied sedimentation of the social structures which produced it" (Bourdieu & Wacquant, 1992, p. 19). While a handful of studies in the language and literacy field have approached their work from a Bourdieuian perspective, the majority of them have examined habitus, field and capital as separate entities, rather than as integrated concepts (Marsh's (2006) analysis of preservice teachers' perceptions of popular culture in the literacy classroom is a notable exception).…”

Section: Cultural and Linguistic Capital In Multilingual Educational mentioning

confidence: 99%

Being and Becoming American: Triangulating Habitus, Field, and Literacy Instruction in a Multilingual Classroom

Handsfield

2006

L & L

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This case study research documents how one teacher's personal language and literacy practices and the sociopolitical structures of her profession intersect in her literacy instruction for her multilingual third grade students. Centering my analysis on Graff's (1987) notion of the "literacy myth," I discuss how the dialectic between Bourdieu's habitus and field unfolds in the performative space of the classroom, challenging this discourse in small but significant ways. Complimenting research exploring students' outof-school language and literacy practices, this paper addresses how a teacher's literate life history is performed in the classroom and who stands to benefit from these discursive performances.

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“…Attuned to this concern, I adopted a reflexive approach as a means of interpreting my own background, biases, and identity. I employed Bourdieu's notion of theoretical reflexivity (Schirato & Webb, 2003), where I examined the social location of the individuals in the study (the researcher included). Banks's (1998) typology of cross-cultural researchers aided positioning myself in relation to the research contexts based on my experiences, history, and values.…”

Section: Positioning the Author: Acknowledging And Addressing Biasmentioning

confidence: 99%

Juggling Educational Ends: Non-Indigenous Yukon Principals and the Policy Challenges That They Face

Blakesley

2012

IJEPL

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This article reports on a 2008 study of non-indigenous principals working in Indigenous Yukon contexts. It examines the policy contexts in which Yukon principals are embedded, giving specific attention to how they address the tensions that exist as a result of operating at the intersections of micro, meso, and macro policy levels. The application of critical ethnography generates the opportunity to reveal and examine the tensions, distinctions, and contradictions underpinning their praxis, exposing the multifaceted and conflictual power structures in which they are embedded. The principals identify fragmented curricular policy; the competition between instructional time, mandated external curricula, and locally developed curricula; and field trip and hiring policies as being problematic. The principals also describe how they cope with the challenges and tensions that arise as a result of being responsible and accountable to balance competing educational ends to the satisfaction of multiple external levels of control.

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Bourdieu's Concept of Reflexivity as Metaliteracy

Cited by 42 publications

References 5 publications

Cognition and Misrecognition: A Bourdieuian Analysis of Cognitive Strategy Instruction in a Linguistically and Culturally Diverse Classroom

Cognition and Misrecognition: A Bourdieuian Analysis of Cognitive Strategy Instruction in a Linguistically and Culturally Diverse Classroom

Being and Becoming American: Triangulating Habitus, Field, and Literacy Instruction in a Multilingual Classroom

Juggling Educational Ends: Non-Indigenous Yukon Principals and the Policy Challenges That They Face

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