Cultural Capital as Educational Capital – The Need for a Reflection on the Educationalisation of Cultural Taste

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Bourdieu's analysis of dominant forces in society, linking objective, material capital (economic capital) with subjective experiences, habits and taste (cultural capital), reveals hidden factors that intervene on the level of the education of youngsters. In this paper we propose to analyze the evolution of cultural taste as it is transmitted and objectified by the educational processes. The field of education contributes to the transmission and the 'seemingly natural' interiorization of dominant cultural values. A lot has been written on the influence of cultural capital on educational attainment. If, in the past, these dominant patterns were clearly defined and received the label of 'high' or 'elite' culture, which reflected social classification; today, we see the emergence of a variety of lifestyles and of the 'cultural omnivore' (Peterson & Kern 1996), due to social, cultural and technological changes on a world level. Reflecting on this evolution we will raise some questions and issues. How are these new patterns, as symbolic discourses as well as a semiotics of practices, sustaining ideas of globalization, democratization and postmodernist conceptions, expressed in educational discourses? Are educational researchers aware of the merging of these processes? Or are they just captured by current practices and forms of transmission of cultural capital? What about the need for a real reflexive and ethical attitude concerning the educationalisation of cultural capital?
Originele taal-2English
TitelEduca-tional Research: The Educationalisation of Social Problems
RedacteurenPaul Smeyers, Marc Depaepe
Aantal pagina's17
ISBN van geprinte versie978-1-4020-9722-5
StatusPublished - 1 nov 2009

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Paul Smeyers & Marc Depaepe


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