Cultural Capital as Rules and Resistance: Bringing It Home in the Introductory Classroom

Isserles, Robin G.; Dalmage, Heather M.

doi:10.2307/1319264

Cited by 9 publications

(11 citation statements)

References 6 publications

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“…This means that participants are not acquiring the information from their own instructors that will equip them to understand and succeed in the system in which they are expected to perform. This is the very same system in which instructors have succeeded and now have assumed a role in sustaining (Isserles & Dalmage, 2000).…”

Section: Implications For Students and Instructors In Higher Educationmentioning

confidence: 96%

“…At other times, they worked together to achieve mutual goals. Another implied component is that there is a set of rules by which to play the game (Isserles & Dalmage, 2000). The higher education institution and other systemic sources determined some of the rules discussed by participants such as policies or procedures.…”

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confidence: 99%

“…Participants considered anything that was not in their best interests as a hindrance to them completing their educational goal. Although the negative consequences perceived by participants varied, the most frequently discussed consequence was receiving negative grades as a result of perceived unfair grading practices (Isserles & Dalmage, 2000). Participants viewed the power of grading as power instructors had the most control over (Cranton, 2006).…”

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confidence: 99%

“…Some of the examples provided by participants of discretionary grading options that may lead to unfair grading include the element of subjectivity in grading, the use of participation points as part of a final grade, and providing opportunities for extra credit assignments. Although there is no doubt that students must earn their grades, what is questioned is the extent to which instructors' decision-making is influenced by subjectivity when evaluating student performance (Isserles & Dalmage, 2000). This instructor power is discretionary and can be used to either support or hinder students in successfully completing a course or earning good grades.…”

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confidence: 99%

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A Hermeneutic Phenomenology of Graduate Education Students' Understandings of Instructor Power in a Higher Education Classroom

Delgado¹

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Section: Implications For Students and Instructors In Higher Educationmentioning

confidence: 96%

mentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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A Hermeneutic Phenomenology of Graduate Education Students' Understandings of Instructor Power in a Higher Education Classroom

Delgado¹

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“…Teaching Amy how to interview well, Mike how to budget, or both of them how to parent, however, were examples of acquiring dominant cultural capital (Bourdieu & Wacquant, 1992;Brantlinger, 2003). Isserles and Dalmage (2000), applying Bourdieu to their introductory college sociology courses, describe cultural capital as "a set of tools and skills acquired through experience that includes knowledge about how to present oneself vis-à-vis relations of power. Basically, cultural capital is information necessary to get ahead: knowing how to present oneself for certain rewards" (p. 160).…”

Section: Dominant Cultural Capitalmentioning

confidence: 99%

Circles of Support: towards a liberatory pedagogy for community education

Timm¹

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First I would like to thank the community organizers, school officials, allies, and especially the participant families that shared their experiences with me. Their commitment to creating a more just society formed the backbone of this study. I am indebted to the faculty, staff, and students at Dowling Catholic High School for their unwavering support. Thank you Dr. Jim Dowdle for encouraging me to pursue this degree; you've inspired me become a better teacher. My dissertation committee was simply amazing. I want to specifically thank Katherine Richardson Bruna for her friendship as well as for all our conversations about negotiating our postmodern selves, Beth Herbel-Eisenmann for introducing me to discourse analysis in a way that helped me make sense of the complex interactions I observed at weekly meetings, and to Leslie Rebecca Bloom for never lowering her expectations. Leslie not only taught me about how to conduct good qualitative research, she taught me about what it means to stand for social justice. For that I am eternally grateful. I would not have completed this dissertation without the love and support of my family. Mom and dad, thank you for always believing in me and loving me unconditionally. Perhaps my biggest fan and steadfast supporter is my grandmother, Laura Timm. We made it grandma! I wish Grandpa could have read this, but I know he's with me and proud. Finally, and I saved the best for last, thank you to my wonderful wife and partner Andrea. No one in this world has taught me more about justice, love, peace, and happiness than you. I am a better father and human being because I am fortunate enough to stand beside you. I dedicate this dissertation to my children, Bailey, Sydney, Gracey, and Lilly. The four of you are gold to me. dominant discourse said about the poor: they did not lack personal responsibility, they worked hard, and they desired self-sufficiency. Stories like Chris Gardner's are presented as exemplars, reminding us that if you work hard enough you can make it. Stories like Gardner's, however, are the exception, not the rule. The means are not the exception: there are millions of hard-working people living in poverty doing everything they can to get ahead. The ends, however, are the exception. Working hard does not always, or even usually, bring family sustainability (Hawkins, 2005; Rank, 2001, 2004). While the language of welfare reform legislation and the images immortalized on the big screen lead us to believe that poor people working hard are the exception, but the success of those who do is the rule, I watched two dozen families for three years struggle to provide for their families. Not one family left poverty. Seeing The Pursuit of Happyness influenced the way I approached writing this dissertation. It not only compelled me work harder to clearly articulate the ways families living in poverty defied dominant stereotypes and generalizations, it also helped me re-focus on the unique relationship between COS and the local public school district. Schoolcommunity partnerships...

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Does cram schooling matter? Who goes to cram schools? Evidence from Taiwan

Liu

2012

International Journal of Educational Development

142

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Cultural Capital as Rules and Resistance: Bringing It Home in the Introductory Classroom

Cited by 9 publications

References 6 publications

A Hermeneutic Phenomenology of Graduate Education Students' Understandings of Instructor Power in a Higher Education Classroom

A Hermeneutic Phenomenology of Graduate Education Students' Understandings of Instructor Power in a Higher Education Classroom

Circles of Support: towards a liberatory pedagogy for community education

Does cram schooling matter? Who goes to cram schools? Evidence from Taiwan

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