Chapter 1: Introducing Pierre Bourdieu to Educational
Practitioners
Bourdieu’s Biography
Vielseitigkeit: What is Distinctive About Bourdieu
Understanding the Nature of Pedagogic Work as Political
Struggle
The “Culture Wars” in the U.S. and the U.K.: Similarities and
Differences
The Battle Over the Correct Academic Subjects and Proper Pedagogic
Work
The Concept of Misrecognition and How It Works
Some History with Misrecognition in the Past
Building Awareness of the Forces at Play
Without New Eyes: The Blinders of Doxa as Orthodoxy
Bourdieu as the Public Intellectual, Activist and Provocateur
Chapter 2: Unmasking the School Asymmetry and the Social System
Bourdieusian Cornerstones
Bourdieu’s Concept of Habitus
An Example of Neighborhood Habitus
A Case Study of How Family Habitus Works to Shape Career
Aspirations
The Intersection of Class, Social Space and the Field
An Example of a Field with Its Own Logic
The Cultural Arbitrary
The Plight of Minority Children Facing the Dominant Cultural
Arbitrary in Schools
How the System Works as a Game
Who Benefits from Schools as They Are?
Illuiso and Unquestioned Loyalty to Continuing Orthodoxies
The Bounded Nature of Choice Within a Designated Social Space
Educational Inequalities Must Remain Unnamed
Connecting the Dots: The Importance of Family in School Success
The Challenge of Reducing Social Inequality as an Educational
Goal
Chapter 3: The Curriculum, Qualifications and Life Chances
The Three Forms of Capital
Empirical Validation of the Impact of Social Capital on School
Success
The Power of Cultural Capital and Bourdieu’s Own Experience as a
Student
Schools as Institutionalized Embodiments of Forms of Cultural
Capital
Capital, Power, Symbolic Violence, and Scholastic Habitus
Two Recent Examples of Symbolic Power (Violence) with School
Curricula
Social Origin and School Success: Historical and Continuing
Evidence of the Linkage Between Them
Academic Failure as the “Fault” of the Student?
Academic Credentials—Essential Capital?
The Hidden Curriculum, Cultural Values and Schooling Success
Calculating Life Chances: The Academic vs. Vocational Education
Debate
The Issue of the Mal-Distribution of Opportunity
Chapter 4: The Shifting Control of Leadership Preparation
The Construction of National Leadership Standards in the U.K. and
the U.S.
The Major Epistemological Steps Behind National Standards
Core Technologies and the Reification of the Status Quo
The Shifting Nature of the Contestation and Changer in Power in the
Education Field
The De-Contextualization of School Leaders via Job
Standardization
The Reformers Blinkered Vision for Change: They Just Don’t See
It
Chapter 5: A Retrospective Look at Bourdieu’s Impact
The Social Field of Education is Not Static
Education Is Simultaneously a Means and an End
Schooling as the Cultural Arbitrary Demonizes Those who are
“Otherized”
The Dominant Consumer Culture in Education Undermines Its Moral and
Humanistic Value
Educational Reform Will Always Benefit and Advantage the
Reformers
The Dilemma of School Leadership, Agent of the State or of
Humanity?
Fenwick W. English (Ph.D.) is the R. Wendell Eaves Senior
Distinguished Professor of Educational Leadership in the School of
Education at the University of North Carolina at Chapel Hill, a
position he has held since 2001. As a scholar/practitioner he has
held positions as a school principal and superintendent of schools
in California and New York and as a department chair, dean, and
vice-chancellor of academic affairs at universities in Ohio and
Indiana. He is the former President of the University Council of
Educational Administration (UCEA) and of the National Council of
Professors of Educational Administration (NCPEA). His research has
been reported in national and international academic forums. He
edited the 2006 SAGE Encyclopedia of Educational Leadership and
Administration, the 2009 SAGE Library of Educational Thought and
Practice: Educational Leadership and Administration; and the 2011
SAGE Handbook of Educational Leadership (2nd Ed.). In 2013, he
received the Living Legend Award from NCPEA for his lifetime
contribution to the field of educational leadership.
Cheryl L. Bolton (Ph.D.) is the Academic Group Leader for Lifelong
and International Learning in the School of Education at
Staffordshire University where she teaches and directs a range of
programs including educational research at the masters and doctoral
levels. She formerly worked in industry before entering further and
then higher education. Her doctoral research involved examining
Bourdieu’s key trio of concepts-- habitus, capital and field to
investigate their influence and impact on instructors in Further
Education programs in England. Dr. Bolton’s research has been
presented at the British Education Research Association ( BERA);
the British Educational Leadership, Management and Administration
Society (BELMAS) and the American Education Research Association
(AERA).
The book is excellent. Dr. English and Cheryl L. Bolton do a
masterful job in explaining how educational leadership is actually
under attack by outside forces. The landscape has changed
significantly due to political forces disguised by accreditation
initiatives. [...] Bourdieu for Educators with the
application of Dr. English′s ideas and insights is absolutely
essential reading and adoption for those wanting to rescue the
field of educational leadership and administration from the
"Billionnaires Boys Club" and many other destructive factions.
*Dr. William Kritsonis*
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