Luke - Pierre Bourdieu and Literacy Education

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First published 2008
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Library of Congress Cataloging-in-Publication Data
Pierre Bourdieu and literacy education / editors James Albright and Allan Luke.
p. cm.
Includes bibliographical references and index.
ISBN 978-0-8058-5687-3 (hardback : alk. paper)ISBN 978-0-203-93750-1 (e-book) 1. LiteracySocial aspects. 2. Bourdieu, Pierre, 19302002. I. Albright, James. II. Luke, Allan.
LC149.P54 2008
302.2'244dc22
2007025261

ISBN13: 978-1-135-59949-2 ePub ISBN

ISBN10: 0-805-85687-0 (hbk)

ISBN10: 0-203-93750-3 (ebk)

ISBN13: 978-0-805-85687-3 (hbk)

ISBN13: 978-0-203-93750-1 (ebk)

James Albright and Allan Luke

This book is a generative set of theoretical, narrative, empirical, and practical applications of Bourdieusian concepts to and around the field of language and literacy education. It offers three major clusters of work: rethinkings of the doxa of the social fields of language and literacy education (Albright, Kramsch, Heller, Luke); explorations of alternative objectifications of educational fields forming around cultural and linguistic minorities, new media and technologies (Uhlmann, Dressman and Wilder, Hill, Wong and Grant); and studies on the formation of the literate habitus in homes and classrooms, curriculum and schooling (Pahl, Goldstein, Rowsell, Zacher, Curry, Bracewell and Witte). We conclude with three essays on future theoretical, policy and practical directions (Albright, Luke, Collins). The volume brings together scholars who have focused their work on Bourdieu and social theoretic approaches to literacy over a period of time with a current generation of critical scholars, teacher educators, and researchers who have turned to Bourdieu to address and redress what they perceive as systematic inequities that are generated by the schools, their affiliated language-in-education policies, and their everyday practices.

Our interest here is in new studies, new combinatory theoretical models that use Bourdieu as a departure or arrival point, and renewing the application of Bourdieus ideas to the study of those students, communities, and systems that historically have been marginalized by mainstream schooling. The theme of how to alter and shift the flows of capital in the social fields of educational institutions runs across these authors works. In commissioning and editing these pieces, we have avoided a systematic overview of Bourdieus model and theories and how these might apply to language, literacy, and education. This has been done capably over the past two decades in accessible and cited work (e.g., Collins, 1993; Cook-Gumperz, 1986; Grenfell and James, 1998; Luke, 1996; Norton, 1996). That work has applied Bourdieus sociology to the face-to-face formation of habitus, the operations of state and schooling as social fields, resultant differential formations of capital, and attendant reproductive effects upon particular communities and cultures.