《2011 社運青年戰書》

1

EDM 6210EDM 6210Education Policy and SocietyEducation Policy and Society

Lecture 4Lecture 4Education Policy and Social Differentiation: Education Policy and Social Differentiation:

The Class-Formation AnalysisThe Class-Formation Analysis

2

《 2011社運青年戰書》我地呢班青年人，無權無勢，我地行動，係因為唔想車毀人亡！我地勇往直前，係因為對未來有期望！

我地今日出黎，係要大聲話俾政府同大財團聽：階級矛盾一日未解決，我地一日都咬住你地唔放！

今日，我地社運青年，謹此起誓：同仇敵愾，為國為民，不平則鳴，不枉為人，無懼權勢，繼續抗爭，誓滅特權，共建平等，打倒財閥，改善民生，階級鬥爭，無分世代，一切權力，歸於人民！

3

From Class Structure to Class Formation

• Orthodox Marxist core mode of class Orthodox Marxist core mode of class analysisanalysis

– Class location, class place and structure Class location, class place and structure analysis: The class in itself thesisanalysis: The class in itself thesis

– Class formation and class struggle: The class for Class formation and class struggle: The class for itself thesisitself thesis

– The theory of history: The thesis of class struggle The theory of history: The thesis of class struggle historyhistory

4Erik O. Wright, (1947-

5

(Wright, 1997, p. 374)

ClassFormation

6

(Wright, 1997, p. 379)

7

(Wright, 1997, p. 380)

Strong or weak class formation

Unitary or fragmented class formation

Revolutionary, counter-revolution or reformist class formation

8


• E.O. Wright micro-macro levels of class E.O. Wright micro-macro levels of class analysisanalysis– Micro-level Micro-level class analysisclass analysis

• Class locationClass location– Class placesClass places– Class positionsClass positions

• Class consciousnessClass consciousness– Perception and observationPerception and observation– Theories of consequencesTheories of consequences– PreferencesPreferences

9(Wright, 1997, p. 385)

10(Wright, 1997, p. 385-6)

11

(Wright, 1997, p. 386)

12


• E.O. Wright micro-macro levels of class E.O. Wright micro-macro levels of class analysisanalysis– Micro-level class analysisMicro-level class analysis

• Class locationClass location• Class consciousnessClass consciousness

– Perception and observationPerception and observation– Theories of consequencesTheories of consequences– PreferencesPreferences

• Class practice: “Activities engaged in by members of a class using class capacities in order to realize at least some of their class interest.” (1997, p. 381)

14


• E.O. Wright micro-macro levels of class E.O. Wright micro-macro levels of class analysisanalysis– Macro-levelMacro-level class analysis class analysis

• Class structureClass structure• Class formationClass formation

– Material Material interestsinterests generated from class structure generated from class structure– Class Class identityidentity emerged from lived experience emerged from lived experience– ResourcesResources distributed in the class structure distributed in the class structure

• Class struggleClass struggle

16


• E.O. Wright micro-macro levels of class E.O. Wright micro-macro levels of class analysisanalysis

– Micro-level class analysis: Class consciousness

– Macro-level class analysis: Class formation – The micro-macro linkage in class analysis

18

Class Consciousness and Class Culture

• E.O. Wright survey of class consciousnessE.O. Wright survey of class consciousness– Measuring class consciousnessMeasuring class consciousness

19

(Wright, 1985, p. 146)

22

Class Consciousness and Class Culture

• E.O. Wright survey of class consciousnessE.O. Wright survey of class consciousness– Measuring class consciousnessMeasuring class consciousness– Class ideology study in three countriesClass ideology study in three countries

26

Class Formation and Struggle: Debate on the Historical Mission of the Proletarian

• Margaret R. SomersMargaret R. Somers’ deconstructing Marxist ’ deconstructing Marxist class formation theoryclass formation theory

– The metanarrative underlying the class formatioThe metanarrative underlying the class formation theoryn theory

• From pre-industrial to industrial societyFrom pre-industrial to industrial society

• ProletarianizationProletarianization

• The teleological prediction underlying class formThe teleological prediction underlying class formation theory ation theory

• The historical mission of English working classThe historical mission of English working class

27


• Margaret R. Somers’ deconstructing Marxist Margaret R. Somers’ deconstructing Marxist class formation theoryclass formation theory

– The anomalous proposition in Marxist’s class The anomalous proposition in Marxist’s class formation studyformation study

Why have the English working class (and just Why have the English working class (and just about all working classes) resolutely refused to about all working classes) resolutely refused to behave “properly” or to perform its “historical behave “properly” or to perform its “historical mission”?mission”?

28


• Somers Theory of class formation as social Somers Theory of class formation as social narrativitynarrativity

– The concept of The concept of social narrativitysocial narrativity Social narrativity is “concepts of social epistemSocial narrativity is “concepts of social epistem

ology and social ontology. (It)… posits through ology and social ontology. (It)… posits through narrartivity that we come to know, understand, anarrartivity that we come to know, understand, and make sense of the social world, and through nd make sense of the social world, and through which we constitute our social identity. It matterwhich we constitute our social identity. It matters… that we come to be (usually unconsciously) s… that we come to be (usually unconsciously) who we are (however ephemeral, multiple, and cwho we are (however ephemeral, multiple, and changing) by our locations in social narrative and hanging) by our locations in social narrative and networks that rarely of our own making.” (Somenetworks that rarely of our own making.” (Somers, 1997, p.82)rs, 1997, p.82)

29



– Component of social narrativityComponent of social narrativity• Relationality of parts,Relationality of parts,

• Temporality, sequence and places,Temporality, sequence and places,

• Causal emplotment,Causal emplotment, and and

• Selective appropriationSelective appropriation

30



– Four kinds of narrativityFour kinds of narrativity• Ontological narratives and the constitution of narOntological narratives and the constitution of nar

rative identityrative identity

• Public, cultural and institutional narrativesPublic, cultural and institutional narratives

• Conceptual / analytical / sociological narrativityConceptual / analytical / sociological narrativity

• MetanarrativityMetanarrativity

31



– Two methodological conceptsTwo methodological concepts• Narrative identity: Class identity, class consciouNarrative identity: Class identity, class consciou

sness and class action are mediated by narrative sness and class action are mediated by narrative rather by interestrather by interest

• Relational setting: It refers to the temporal and sRelational setting: It refers to the temporal and spatial configuration of public narrativities and sopatial configuration of public narrativities and social and cultural environment within which ontolocial and cultural environment within which ontological narratives are constituted.gical narratives are constituted.

32



– Two methodological conceptsTwo methodological concepts• Narrative identity: Class identity, class consciouNarrative identity: Class identity, class consciou

sness and class action are mediated by narrative sness and class action are mediated by narrative rather by interestrather by interest

• Relational setting: It refers to the temporal and sRelational setting: It refers to the temporal and spatial configuration of public narrativities and sopatial configuration of public narrativities and social and cultural environment within which ontolocial and cultural environment within which ontological narratives are constituted.gical narratives are constituted.

– Somers’ research on English working class forSomers’ research on English working class formation in 1800-1850mation in 1800-1850

34

Narrative of citizenship formation and constitution of public sphere OR narrative of class formation and constitution of class society

35

Pierre Bourdieu’s Theory of Class Practice

• Bourdieu’s Bourdieu’s methodological stancemethodological stance in class analysis in class analysis

“ “The construction of the theory of the social space pThe construction of the theory of the social space presupposes a series of breaks with Marxist theory.resupposes a series of breaks with Marxist theory.

– It presupposes a break with the tendency to It presupposes a break with the tendency to emphasize subemphasize substancesstances — here, real groups whose number, limits, member — here, real groups whose number, limits, members, etc. one claims to be able to define — at the expense of s, etc. one claims to be able to define — at the expense of rerelations lations and and

– with the with the intellectualist illusionintellectualist illusion which leads one to consider t which leads one to consider the he theoretical classtheoretical class, constructed by the social scientist, as , constructed by the social scientist, as a a real classreal class, an effectively mobilized group; , an effectively mobilized group;

– a break with a break with economicseconomics, which leads one to reduce the , which leads one to reduce the socisocial fieldal field, a multi-dimensional space, to the economic field alo, a multi-dimensional space, to the economic field alone, to the relations of economic production; and ne, to the relations of economic production; and

36


• Bourdieu’s methodological stance in class analysisBourdieu’s methodological stance in class analysis

“ “The construction of the theory of the social space pThe construction of the theory of the social space presupposes a series of breaks ….resupposes a series of breaks ….

– a break, finally, with a break, finally, with objectivismobjectivism, which goes hand in hand , which goes hand in hand with intellectualism, and which leads one to overlook the with intellectualism, and which leads one to overlook the sysymbolic strugglesmbolic struggles that take place in different fields, and wher that take place in different fields, and where what is at stake is the very representation of the social woe what is at stake is the very representation of the social world, and in particular the hierarchy within each of the fields arld, and in particular the hierarchy within each of the fields and between the different fields.” (Bourdieu, 1991, p. 229; my nd between the different fields.” (Bourdieu, 1991, p. 229; my numbering)numbering)

37

Pierre Bourdieu, (1930-2002)

38


• Bourdieu’s theory of social spaceBourdieu’s theory of social space– Concepts of social space and fieldConcepts of social space and field

• Social spaceSocial space: “The : “The social worldsocial world can be represented in th can be represented in the form of a e form of a (multi-dimensional) space(multi-dimensional) space constructed on the constructed on the basis of principles of differentiation and distribution conbasis of principles of differentiation and distribution constituted by the set of stituted by the set of propertiesproperties active in the social unive active in the social universe under consideration, that is, rse under consideration, that is, able to confer force or pable to confer force or powerower on their possessor in that universe. on their possessor in that universe. Agents Agents and groand groups of agents are thus defined by their relative positions ups of agents are thus defined by their relative positions in this space. Each of them is confined to a position or a in this space. Each of them is confined to a position or a precise precise classclass of neighbouring position.” (Bourdieu, 1991, of neighbouring position.” (Bourdieu, 1991, p. 229-230)p. 229-230)

39


• Bourdieu’s theory of social spaceBourdieu’s theory of social space– Concepts of social space and fieldConcepts of social space and field

• Field Field and field of force: “In so far as the properties choseand field of force: “In so far as the properties chosen to construct this space are n to construct this space are active propertiesactive properties, the space , the space can also be described as a can also be described as a field of forcesfield of forces: in other words,: in other words, as a set of as a set of objective power relationsobjective power relations imposed on all thos imposed on all those who enter this field, relations which are not reducible te who enter this field, relations which are not reducible to the o the intentions of individual agents intentions of individual agents or even to direct or even to direct inteinteractions between agentsractions between agents.” (Bourdieu, 1991, p. 230).” (Bourdieu, 1991, p. 230)

40


• Bourdieu’s concept of Bourdieu’s concept of capitalcapital::– ““The The active propertiesactive properties that are chosen as principles of cons that are chosen as principles of cons

truction of the social space are the different kinds of power truction of the social space are the different kinds of power or or capitalcapital that are current in the field.” (Bourdieu, 1991, p. 2 that are current in the field.” (Bourdieu, 1991, p. 230, my underline)30, my underline)

– Definition of capital: Definition of capital:

“ “Capital is accumulated laborCapital is accumulated labor (in its materialized form or its (in its materialized form or its 'incorporated', embodied form) which, when appropriated o 'incorporated', embodied form) which, when appropriated on a private, i.e. exclusive, basis by agents or groups of agenn a private, i.e. exclusive, basis by agents or groups of agents, enable them to appropriate social energy in the form of rts, enable them to appropriate social energy in the form of reified or living labor. It is a eified or living labor. It is a forceforce inscribed in objective or su inscribed in objective or subjective structures, but it is also the bjective structures, but it is also the principleprinciple underlying th underlying the immanent regularities of the social world. It is what makes e immanent regularities of the social world. It is what makes the games of society—not least, the economic game—somethe games of society—not least, the economic game—something other than simple games of chance offering at every thing other than simple games of chance offering at every moment the moment the possibilitypossibility of a miracle.”(Bourdieu, 1997, p. 46) of a miracle.”(Bourdieu, 1997, p. 46)

41


• Bourdieu’s concept of capital:Bourdieu’s concept of capital:– FormsForms of capital of capital

• Economic capitalEconomic capital “is immediately and directly convertible into “is immediately and directly convertible into money and may be institutionalized in the form of property righmoney and may be institutionalized in the form of property rights.”ts.”

• Cultural capitalCultural capital can exit in three states (1997, p. 47) can exit in three states (1997, p. 47) – embodied state, i.e. in the form of long-lasting dispositions of the membodied state, i.e. in the form of long-lasting dispositions of the m

ind and body; (1997, p. 47)ind and body; (1997, p. 47)– objectified state, i.e. in the form of cultural goods (pictures, books, objectified state, i.e. in the form of cultural goods (pictures, books,

dictionaries, instruments, machines, etc.), which are the trace or readictionaries, instruments, machines, etc.), which are the trace or realization of theories or critiques of these theories, problematics, etc.lization of theories or critiques of these theories, problematics, etc.

– institutionalized state, i.e. in the form of educational qualifications institutionalized state, i.e. in the form of educational qualifications (1997, p. 47)(1997, p. 47)

42


• Bourdieu’s concept of capital:Bourdieu’s concept of capital:– Forms of capitalForms of capital

• Social capitalSocial capital “is the aggregate of the actual or potential resour “is the aggregate of the actual or potential resources which are linked to ces which are linked to possession of a durable networkpossession of a durable network of mor of more or less institutionalized relationships of mutual acquaintance e or less institutionalized relationships of mutual acquaintance and recognition – or in other words, to membership in a group and recognition – or in other words, to membership in a group – which provides each of its members with the backing of the c– which provides each of its members with the backing of the collectivity-owned capital. (1997, p. 51)ollectivity-owned capital. (1997, p. 51)

• ““Symbolic capitalSymbolic capital commonly called prestige, reputation, fame, commonly called prestige, reputation, fame, etc.” (1991, p.230)etc.” (1991, p.230)

43


• Concept of the “Concept of the “space of positionsspace of positions”: As each forms of capital est”: As each forms of capital establishes itself as the active property in a particular a field of force,ablishes itself as the active property in a particular a field of force, “a multi-dimensional space of position” is formed. Agents are th “a multi-dimensional space of position” is formed. Agents are thus be distributed in this space of positions in us be distributed in this space of positions in two dimensionstwo dimensions, “i, “in the first dimension, according to the overall n the first dimension, according to the overall volumevolume of capital t of capital they possess, and, in the second dimension, according to the hey possess, and, in the second dimension, according to the cocompositionmposition of their capital – in other words, according to the relati of their capital – in other words, according to the relative weight of the different kinds of capital in the total set of their ave weight of the different kinds of capital in the total set of their assets.” (Bourdieu, 1991, p. 231) ssets.” (Bourdieu, 1991, p. 231)

Subsequently, Bourdieu reformulates the fundamental dimensionSubsequently, Bourdieu reformulates the fundamental dimensions in the constructing space of positions into three. In his own wors in the constructing space of positions into three. In his own words, “one can construct a space whose ds, “one can construct a space whose three fundamental dimensithree fundamental dimensionsons are defined by volume of capital, composition of capital, and are defined by volume of capital, composition of capital, and change in these two properties over time.” (Bourdieu, 1979, p. 11change in these two properties over time.” (Bourdieu, 1979, p. 114)4)

44


• Concept of Concept of classclass: “One the basis of knowledge of the spac: “One the basis of knowledge of the space of positions, one can crave out classes in the logical sense of positions, one can crave out classes in the logical sense of the word, i.e. e of the word, i.e. sets of agents who occupy similar positiosets of agents who occupy similar positionsns and who, being place in and who, being place in similar conditionssimilar conditions and submitte and submitted to similar types of conditioning, have every chance of havd to similar types of conditioning, have every chance of having ing similar dispositionssimilar dispositions and interests, and thus of producin and interests, and thus of producing g similar practicessimilar practices and adopting similar stances.” (Bourdie and adopting similar stances.” (Bourdieu, 1991, p. 231)u, 1991, p. 231)

45


• Concept of Concept of class habitusclass habitus: : – Concept of Concept of habitushabitus as methodological device synthesizing th as methodological device synthesizing th

e controversy between methodological e controversy between methodological objectivismobjectivism and and idealiidealismsm and as one of the essential constituting concept of Bourdi and as one of the essential constituting concept of Bourdieu’s Theory of Practice/Logic of Practice.eu’s Theory of Practice/Logic of Practice.

– Definition of habitus: It can simply be “defined as Definition of habitus: It can simply be “defined as a system of a system of dispositionsdispositions” (Bourdieu, 1977, p. 214) found in practices of a” (Bourdieu, 1977, p. 214) found in practices of agents and group of agents. More specifically, it refers to gents and group of agents. More specifically, it refers to

• "systems of durable, transposable dispositions, structured struct"systems of durable, transposable dispositions, structured structures predisposed to function as structuring structures, that is, as ures predisposed to function as structuring structures, that is, as principles of the generation and structuring of practices and reprprinciples of the generation and structuring of practices and representations that can be objectively adapted to their outcomes witesentations that can be objectively adapted to their outcomes without presupposing a conscious aiming at ends or an express mahout presupposing a conscious aiming at ends or an express mastery of the operations necessary in order to attain them. Objectistery of the operations necessary in order to attain them. Objectively regulated and ‘regular’ without being in any way the product vely regulated and ‘regular’ without being in any way the product of obedience to rules, they can be collectively orchestrated withoof obedience to rules, they can be collectively orchestrated without being the product of the organizing (orchestrating) action of a ut being the product of the organizing (orchestrating) action of a conductor” (Bourdieu, 1990, p. 53; 1977, p. 72)conductor” (Bourdieu, 1990, p. 53; 1977, p. 72)

46


• Concept of Concept of class habitusclass habitus: : – Definition of habitus: ….Definition of habitus: ….

• “The habitus, the durably installed generative principle of regulated improvisation, produces practices which tend to reproduce the regularities immanent in the objective conditions to the production of their generative principle, while adjusting to the demands inscribed as objective potentialities in the situation, as defined by the cognitive and motivating structures making up the habitus.” (1977, P.78)

48


• Concept of class habitus: Concept of class habitus: – Habitus and history: Bourdieu conceives habitus as “a Habitus and history: Bourdieu conceives habitus as “a produprodu

ct of historyct of history”.”.• ““The habitus, The habitus, a product of historya product of history, produces individual and colle, produces individual and colle

ctive practices – more history – in accordance with the schemes ctive practices – more history – in accordance with the schemes generated by history. It ensures the active presence of past expergenerated by history. It ensures the active presence of past experiences, which, deposited iences, which, deposited in each organismin each organism in the form of scheme in the form of schemes of perception, thought and action, tend to guarantee the ‘correcs of perception, thought and action, tend to guarantee the ‘correctness’ of practices and their constancy over time, more reliably ttness’ of practices and their constancy over time, more reliably than all formal rules and explicit norms.” (Bourdieu, 1990, p. 54)han all formal rules and explicit norms.” (Bourdieu, 1990, p. 54)

49


• Concept of class habitus: Concept of class habitus: – Habitus and history: Bourdieu conceives habitus as “a produHabitus and history: Bourdieu conceives habitus as “a produ

ct of history”.ct of history”.• ““The habitus – The habitus – embodied history, internalized as a second naturembodied history, internalized as a second natur

e and so forgotten as historye and so forgotten as history – is the active presence of the whol – is the active presence of the whole past of which it is the product. As such, it is what gives practice past of which it is the product. As such, it is what gives practices their es their relative autonomyrelative autonomy with respect to external determination with respect to external determinations of the immediate present. This autonomy is that of the past, s of the immediate present. This autonomy is that of the past, enaenacted and actingcted and acting, which , which functioning as accumulated capital, produfunctioning as accumulated capital, produces historyces history on the basis of history and so ensure the permanenc on the basis of history and so ensure the permanence in change that makes the e in change that makes the individual agent a world within the woindividual agent a world within the worldrld.” (Bourdieu, 1990, P. 56).” (Bourdieu, 1990, P. 56)

50


• Concept of class habitus: Concept of class habitus: – Habitus and Habitus and institutioninstitution: :

• Bourdieu indicates that history is not only objectified in habitus aBourdieu indicates that history is not only objectified in habitus and also in institution. He underlines that within the logic of practind also in institution. He underlines that within the logic of practice, there are “ce, there are “two objectifications of historytwo objectifications of history, objectification in , objectification in bobodiesdies and objectification in and objectification in institutionsinstitutions.” (1990, p. 57) .” (1990, p. 57)

• The dialectic between habitus and institution: These two modes The dialectic between habitus and institution: These two modes of objectified history are related in a dialectic way. It is within the of objectified history are related in a dialectic way. It is within the logic of practice, there lies “logic of practice, there lies “the dialectic between habitus and insthe dialectic between habitus and institutionstitutions, that is, between two modes of objectification of past his, that is, between two modes of objectification of past history. In which there is constantly created a history that inevitably tory. In which there is constantly created a history that inevitably appears …as both original and inevitable.” (Bourdieu, 1990, p. 5appears …as both original and inevitable.” (Bourdieu, 1990, p. 57) On the one hand, institution or collective history are inculcated,7) On the one hand, institution or collective history are inculcated, appropriated and socialized into individual and constituted her appropriated and socialized into individual and constituted her habitus and individual history. On the other, it is in habitus and ithabitus and individual history. On the other, it is in habitus and its generated practices that institution will find its way to reactivats generated practices that institution will find its way to reactivate and realize in daily human practices.e and realize in daily human practices.

51


• Concept of class habitus: Concept of class habitus: – Concept of Concept of class habitusclass habitus: :

• One of the primary institutional and historical site in which habitOne of the primary institutional and historical site in which habitus of agents and groups of agents are formed is class condition. us of agents and groups of agents are formed is class condition. In Bourdieu’s own words, “In Bourdieu’s own words, “the conditionings associated with a pthe conditionings associated with a particular class of conditions of existence produce habitusarticular class of conditions of existence produce habitus.” (1990,.” (1990, p. 53) p. 53)

• ““Class habitus, that is, the individual habitus in so far as it expreClass habitus, that is, the individual habitus in so far as it expresses or reflects the class, could be regarded as a subjective but sses or reflects the class, could be regarded as a subjective but non-individual system of internal structures, common schemes onon-individual system of internal structures, common schemes of perception, conception and action, which are precondition of all f perception, conception and action, which are precondition of all objectification and apperception; and the objective co-ordination objectification and apperception; and the objective co-ordination of practices and the sharing of a world view could be found on thof practices and the sharing of a world view could be found on the perfect impersonality and interchangeability of singular practice perfect impersonality and interchangeability of singular practices and views.” (1990, p. 60)es and views.” (1990, p. 60)

52


• Class practice and lifestyleClass practice and lifestyle::– In one of his major empirical work, In one of his major empirical work, Distinction: A Social CritiqDistinction: A Social Critiq

ue of the Judgement of Tasteue of the Judgement of Taste, Bourdieu demonstrates that th, Bourdieu demonstrates that the most distinct practices among social classes are to be foune most distinct practices among social classes are to be found in the d in the arena of consumptionsarena of consumptions, more particularly , more particularly cultural concultural consumptionssumptions. These consumptions will not be confined to “can. These consumptions will not be confined to “canonized forms of culture” such as art, literature, music, theater,onized forms of culture” such as art, literature, music, theater, etc. but also include consumptions in food, sport, newspaper etc. but also include consumptions in food, sport, newspapers and magazines, clothing, etc. (Bourdieu, 1987; and Weinings and magazines, clothing, etc. (Bourdieu, 1987; and Weininger, 2005)er, 2005)

– The distinction in class practices can also be revealed in diffeThe distinction in class practices can also be revealed in difference in rence in “lifestyle”“lifestyle” or or “stylization of life”,“stylization of life”, which can generally which can generally be characterized as “the primacy of form over function.” (Boube characterized as “the primacy of form over function.” (Bourdieu, 1978, p. 176)rdieu, 1978, p. 176)

– Other distinct class practices can be found in Other distinct class practices can be found in language uselanguage use a and nd body languagebody language composurecomposure. (Bourdieu, 1987, p. 176-177). (Bourdieu, 1987, p. 176-177)

53

Bourdieu’s Reproduction Theory of Education

• By applying the conceptual apparatuses found in Bourdieu’By applying the conceptual apparatuses found in Bourdieu’s theory of class practice, educational system, education ps theory of class practice, educational system, education policy and more specifically pedagogic action can be undersolicy and more specifically pedagogic action can be understood as tood as

– ““All All pedagogic actionpedagogic action is, objectively, symbolic violence insof is, objectively, symbolic violence insofar as it is the ar as it is the imposition of a cultural arbitrary by an arbitrary imposition of a cultural arbitrary by an arbitrary powerpower.” .” (Bourdieu & Passeron, 1977, p. 5)(Bourdieu & Passeron, 1977, p. 5)

55


– ““Insofar as it is a power of symbolic violence, exerted within Insofar as it is a power of symbolic violence, exerted within a a relation of pedagogic communicationrelation of pedagogic communication which can produce its which can produce its own specifically symbolic effect only because the arbitrary pown specifically symbolic effect only because the arbitrary power which makes imposition possible is never seen in its fulower which makes imposition possible is never seen in its full truth; and insofar as it is the inculcation of a cultural arbitrarl truth; and insofar as it is the inculcation of a cultural arbitrary, carried on within a relation of pedagogic communication wy, carried on within a relation of pedagogic communication which can produce its own, specifically pedagogic effect only bhich can produce its own, specifically pedagogic effect only because the arbitrariness of the content inculcated is never seecause the arbitrariness of the content inculcated is never seen in its full truth– en in its full truth– pedagogic actionpedagogic action necessarily impliesnecessarily implies, as a , as a social condition of its exercise, social condition of its exercise, pedagogic authoritypedagogic authority and the and the rrelative autonomyelative autonomy of the agency commissioned to exercise it.” of the agency commissioned to exercise it.” ((Bourdieu & Passeron, 1977, p. 11-12)Bourdieu & Passeron, 1977, p. 11-12)

56


– ““Insofar as it is the arbitrary imposition of a cultural arbitrary Insofar as it is the arbitrary imposition of a cultural arbitrary presupposing presupposing pedagogic authoritypedagogic authority, i.e. a delegation of authori, i.e. a delegation of authority, which requires the pedagogic agency to reproduce the prity, which requires the pedagogic agency to reproduce the principles of the cultural arbitrary which a group or class imposnciples of the cultural arbitrary which a group or class imposes as worthy of reproduction both by its very existence and bes as worthy of reproduction both by its very existence and by the fact of delegating to an agency the authority needed in y the fact of delegating to an agency the authority needed in order to reproduce it, pedagogic action entails order to reproduce it, pedagogic action entails pedagogic worpedagogic workk, a process of inculcation which must last long enough to pr, a process of inculcation which must last long enough to produce a durable training, i.e. oduce a durable training, i.e. a habitusa habitus, the , the product of internalproduct of internalization of the principles of a cultural arbitraryization of the principles of a cultural arbitrary capable of perp capable of perpetuating itself after pedagogic action has ceased and thereby etuating itself after pedagogic action has ceased and thereby of perpetuating in practices the principles of the of perpetuating in practices the principles of the internalized internalized arbitraryarbitrary.” (.” (Bourdieu & Passeron, 1977, p. 31)Bourdieu & Passeron, 1977, p. 31)

57


– ““Every Every institutionalized education systeminstitutionalized education system owes the specific c owes the specific characteristics of its structure and functioning to the fact that, haracteristics of its structure and functioning to the fact that, by the means proper to the institution, it has to produce and rby the means proper to the institution, it has to produce and reproduce the institutional conditions whose existence and peeproduce the institutional conditions whose existence and persistence (rsistence (self-reproductionself-reproduction of the system) are necessary bot of the system) are necessary both to the exercise of its essential function of inculcation and to h to the exercise of its essential function of inculcation and to the fulfillment of its function of reproducing a cultural arbitrarthe fulfillment of its function of reproducing a cultural arbitrary which it does not produce (y which it does not produce (cultural reproductioncultural reproduction), the repro), the reproduction of which contributes to the reproduction of the relatioduction of which contributes to the reproduction of the relations between the groups or classes (ns between the groups or classes (social reproductionsocial reproduction)”)” (Bourdieu & Passeron, 1977, p.54)

58

Time/History

Capital

Field of Force

Social Space/Space of Position

Other Fields

Other Formsof Capitals

Cultural Arbitrary of the Dominant Class

Pedagogic Action(imposition of cultural arbitrary)

Pedagogic Authority

Pedagogic Work

Education Institution

Self (institutional) Reproduction Cultural Reproduction

Social Reproduction

Pierre Bourdieu’s Reproduction in Education, Society and Culture

Habitus Institution

Inculcate

Reactivate

59

Debate on Cultural Resistance in Education

• Paul Willis’ ethnographic study of working class kids’ resistance to school culture

– Paul Willis (1977) Learning to labor: How working class kids get working class jobs. From 1972 to 1975 Paul Willis studied 12 working class youths’ school life and the transmission to life on the shop floor.

– Willis revealed that a kind of school counter-culture prevailed among his subjects. This culture consisted of elements such as anti-authority, anti-intellectual, hard-tough masculine identity, sexism and racism.

– Willis argued that this school counter-culture had direct relationship with the main features of the shop-floor culture of the working class.

61


– More importantly, the study poses a significant question to the resistance theory in education and to a larger extent to the theory of class-culture formation, that is, what is the real meaning of school counter-culture to working class kids in the context of class reproduction in class society?

“For no matter what the larger pattern of working class culture and cycle of its continuous regeneration, no matter what the severity of disillusion amongst ‘the lads’ as they get older, their passage is to all intents and purposes irreversible. When the cultural apprenticeship of the shopfloor is fully worked out, and its main real activity of arduous production for others in unpleasant surroundings is seen more clearly, there is a double kind of entrapment in what might then be seen, as the school was seen before, as the prison of the workshop. Ironically, as the shopfloor becomes a prison, education is seen retrospectively, and hopelessly, as the only escape.” (Willis, 1977, 107)

62


• John U. Ogbu’s theory of “acting white”– In an ethnographic study Fordham and Ogbu argue that “one

major reason that black students do poorly in school is that they experience inordinate ambivalence and affective dissonance in regard to academic effort and success.” These ambivalence and dissonance are mainly invoked from the cultural differences between White and Black American. Ogbu argues that “Black and White cultural and dialect frames of reference are different and oppositional.” (Ogbo, 2007, 367)

63


• John U. Ogbu’s theory of “acting white”– Since the cultural and linguistic frames of reference in school

s are predominantly those of White, Black students are therefore experiencing collective identity ambivalences or even crises along their educational attainment paths. Ogbu suggests that they could adopt different strategies coping with the burden of “acting white”, e.g.

• Assimilation or emulation of White,

• Accommodation without assimilation,

• Ambivalence, and

• Resistance or opposition.

– Ogbu also argues that there are social sanctions, in particular peer pressure, among Black youths against ‘acting white’. This would cost some of them their academic achievements.

64


• Counter arguments against the “Acting White” theory– Evidences from other ethnic groups in the U.S., especially

Asian Americans, suggest that academic performances cannot simply be explained away by racial identity or the burden of ‘acting White’. As Jamie Lew illustrates in his study of Korean American youths’ academic success and failure, he suggests that they can be attributed to “Acting Neither White Nor Black.” (Lew 2007)

– His findings suggest that cultural and contextual differences in social class are more essential than racial identity in accounting for academic success or failure among his subjects, i.e. Korean American.

65


• Counter arguments against the “Acting White” theory– Lew therefore concludes that “The stereotype of Asian

‘success’ much like Black ‘failure’ cannot explained solely on their cultural orientation. …Through expanding the current debate across and within racial/ethnic lines, this research shows that culture is significant and race remain salient; however, researchers may benefit by examining race relations beyond a Black and white discourse, and how students’ racial and ethnic identity intersect with culture, class, race, and school context.” (Lew, 2007, 389)

66

Lecture 4Lecture 4Education Policy and Social Differentiation: Education Policy and Social Differentiation:

The Class-Formation AnalysisThe Class-Formation Analysis

END

《2011 社運青年戰書》

Documents

Transcript of 《2011 社運青年戰書》

《2011 社運青年戰書 》

Documents

Transcript of 《2011 社運青年戰書 》

《2011 社運青年戰書》

Transcript of 《2011 社運青年戰書》