Cultural capital in non-white majority schools
A critical exploration of cultural ethos and pedagogy
Bibliographic Data
| ID | 12906140 |
|---|---|
| Authors | Mathew Barnard (0000-0003-0596-5605, University of Birmingham, corresponding author) |
| Year | 2020 |
| Volume | 63 |
| Issue | 3 |
| Pages | 387-402 |
| Publication date | 2020-07-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Critical Studies in Education (JOURNAL) |
| Journal identifiers | ISSN: 1750-8487 • E-ISSN: 1750-8495 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/17508487.2020.1788618 |
| OpenAlex | W3040217264 |
| Language | EN |
| Citations received | 7 |
| References cited | 30 |
This is a critical exploration of how and to what extent the embodied cultural capital of non-white students is positioned within the meso-level space of cultural ethos and pedagogy of two majority non-white schools in Leicester. It does this in relation to wider metanarratives of colonial and monocultural ideology and racialised society. Drawing on the postcolonial literature, Bourdieu’s critical sociology and Lefebvre’s concept of ‘spatial codes’, this study searches for evidence of institutional, symbolic, and objectified non-white cultural capital within the research sites. It concludes by noting how non-white students must continually attempt to prove the worth of their embodied cultural capital by inserting it into the cultural ethos and pedagogy of each institution in the absence of structures that allow for the democratic production of culture, even in majority non-white institutions such as these
Capital (architecture · Critical pedagogy · Critical theory · Cultural capital · Democracy · Embodied cognition · Epistemology · Ethos · Habitus · Ideology · Institution · Pedagogy · Political science · Politics · Social science · Sociology · Symbolic capital · White (mutation · Critical Race Theory in Education · Gender Studies · Global Education and Multiculturalism · Law · Social and Cultural Dynamics
Cultural capital and the potential of RE
A critical reconceptualization of the International Baccalaureate as a potential force for democratisation in global-heritage schools
Intersectional cognitive schemas of diversity and inclusion in higher education
Supplementary schools as sites of access to community cultural wealth and funds of knowledge in Flanders, Belgium
Theorising the meso-level space of school ethos and cultural pedagogy in relation to securitisation policy
Leadership in non-white majority schools
Outsider status, and racialised habitus
Global Education Inc.
Provincializing Europe
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
Ethnography
Whose culture has capital? A critical race theory discussion of community cultural wealth
Enoch Powell, empires, immigrants and education
Notions of diversity, British identities and citizenship belonging
Un‐settling ‘the heritage’, re‐imagining the post‐nationWhose heritage
White
Multicultural Education in a Global Society
An Invitation of Reflexive Sociology
In Other Words
Pierre Bourdieu in Algeria at war
Decolonizing Bourdieu
Political Blackness and British Asians
The 'metropolis of dissent
| Unique citing works | 7 |
|---|---|
| Citations per year | 1,17 |
| Citation span | 2020 - 2025 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 7 |