Caring Teachers and Symbolic Violence
Engaging the Productive Struggle in Practice and Research
Bibliographic Data
| ID | 8924382 |
|---|---|
| Authors | Brigitte Scott (Virginia Tech, corresponding author), Brigitte C Scott |
| Year | 2012 |
| Volume | 48 |
| Issue | 6 |
| Pages | 530-549 |
| Publication date | 2012-11-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0013-1946 • E-ISSN: 1532-6993 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131946.2012.733279 |
| OpenAlex | W1979592015 |
| Language | EN |
| Citations received | 11 |
| References cited | 21 |
Symbolic violence may not be a desirable theory to apply to public schooling—its structuralist limitations render it deterministic, lacking in human agency, and unpalatable to researchers and educators who see schools as viable and productive sites of social transformation. Perhaps for these reasons, it seems little has been written about symbolic violence in schools, and what has been written tends to focus primarily on the symbolic, institutionalized violence imparted by schools and teachers upon students. In this article, I offer a shift in these perspectives. I present symbolic violence as a productive analytical tool in identifying modes of resistance to specific damaging effects of schooling institutions. I also illustrate how symbolic violence victimizes one particularly caring teacher, rendering her compliant in her own victimization, without voice to accurately name her struggles, and—because of her ethic of care—complicit in reproducing damaging institutionalizing practices. Using ethnographic data, I explore symbolic violence via one teacher's reflective, critical narratives. I draw upon the tenets of dialogicality in language to help make more visible the often intangible elements of symbolic violence. And at various points in the article, I discuss the implications of engaging an analytic that ultimately runs counter to my own epistemology, turning to Maxine Greene for insight in the struggle
Agency (philosophy · Epistemology · Ethnography · Linguistics · Narrative · Pedagogy · Psychoanalysis · Resistance (ecology · Social science · Sociology · Symbolic interactionism · The Symbolic · Anthropology · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Psychology · Teacher Education and Leadership Studies
Culturally Responsive Practices or Assimilation? Views and Practices on Linguistic Diversity of Community College Instructors Working with Multilingual Learners
Recognising misrecognition
I Hope Nobody Feels Harassed”
Racialization of ’ESL students’ in a diverse school and multilingual Latina/o peer mentors
Transformative and emancipatory literacy to empower
Pedagogies of performative care and school belonging
Reproducing vulnerability
Accountability and Troubling the Caring Ideal in the Classroom
A Narrative Approach Exploring Notions of Justice in Education
Disarticulating neoliberalized care in education
Pedagogies of care in performative schools
Critical Incidents in Teaching
The Dialogic Imagination
Cultural Production of the Educated Person
Speech Genres and Other Late Essays
Reflexive Ethnography
Outline of a Theory of Practice
Culture and Power
Symbolic and institutional violence and critical educational spaces
On Agency and Structure
Reproduction in Education, Society and Culture
Schooling and Social Control
Methodology in the fold and the irruption of transgressive data
Social Reproduction in Classrooms and Schools
Cultural capital in educational research
| Citations per year | 1.22 |
|---|---|
| Citation span | 2017 - 2025 (9) |
| Highly cited | No |