Leadership in non-white majority schools
The symbolic negation of distance
Bibliographic Data
| ID | 11166993 |
|---|---|
| Authors | Mathew Barnard (0000-0003-0596-5605, University of Birmingham Alumni, College of Social Sciences, Education, University of Birmingham, UK, corresponding author) |
| Year | 2020 |
| Volume | 41 |
| Issue | 7 |
| Pages | 958-974 |
| Publication date | 2020-10-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Sociology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0142-5692 • E-ISSN: 1465-3346 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01425692.2020.1799753 |
| OpenAlex | W3047273843 |
| Language | EN |
| References cited | 37 |
This project explores whether the embodied cultural capital of non-white students is institutionally recognised in majority non-white schools and colleges by staff leaders at various levels. It does this through a postcolonial lens and Bourdieu’s sociology. Cultural capital is the linguistic, artistic, religious, and historic heritage and knowledge of non-white students. The study explored the extent to which this embodied cultural capital is empowered and legitimised as symbolic capital by staff leaders in order for it to become part of the mainstream institutional ethos and cultural pedagogy of the two secondary schools and one sixth-form college involved in this project. This study looked at how staff leaders understand, recognise, articulate and interact with diverse cultural capital. It will conclude by applying Bourdieu’s concept of ‘the symbolic negation of distance’ to the research sites as a way of explaining how cultural inequalities can be reproduced
Capital (architecture · Cultural capital · Embodied cognition · Epistemology · Ethos · Habitus · Mainstream · Pedagogy · Political science · Politics · Social capital · Social science · Sociology · Symbolic capital · Symbolic power · The Symbolic · White (mutation · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law · Psychology · Social and Cultural Dynamics
Global Education Inc.
Racism after 'race relations'
Postcolonial Melancholia
Memories of Empire, Volume IThe White Man's World
Europe after Empire
Black British Intellectuals and Education
At Home with the Empire
Whose culture has capital? A critical race theory discussion of community cultural wealth
Resisting the seduction of the global education measurement industry
Cultural capital in non-white majority schools
Absences and imaginings
All that is global is not world culture
Negotiating the diversity of ‘everyday’ multiculturalism
Enoch Powell, empires, immigrants and education
Notions of diversity, British identities and citizenship belonging
Un‐settling ‘the heritage’, re‐imagining the post‐nationWhose heritage
The Psy-Security-Curriculum ensemble
Testing regimes, accountabilities and education policy
White
Towards a theory of school leadership practice
Everyday multiculturalism
Towards post-multiculturalism? Changing communities, conditions and contexts of diversity
An Invitation of Reflexive Sociology
In Other Words
| Citation velocity | historical |
|---|---|
| Highly cited | No |