Race and Language as Capital in School: A Sociological Template for Language Education Reform "the role of language as a key variable in the production of educational equality and inequality" Bourdieu’s habitus, capital and social fields --> situating "race and language as forms of capital brought into the contingent social and cultural fields of schools and classrooms"

Race and Language as Capital in School:
A Sociological Template for Language Education Reform

"the role of language as a key
variable in the production of educational equality and inequality"

Bourdieu’s habitus, capital and social fields --> situating "race and language as forms
of capital brought into the contingent social and cultural fields of schools and
classrooms"

Race and Language as Capital in School:
A Sociological Template for Language Education Reform

"the role of language as a key
variable in the production of educational equality and inequality"

Bourdieu’s habitus, capital and social fields --> situating "race and language as forms
of capital brought into the contingent social and cultural fields of schools and
classrooms"

A whole-school approach to language education reform (suggested solutions)

accurate and fair recognition and evaluation of the cultural capital which students bring to school with them

in the school field changing the lingua franca

changing the rules of interaction that are regulative

revision of curriculum

remaking the teacher habitus

engaging students with an analysis of the ways in which social fields discriminate, their rules of exchange, and who they historically have excluded and included

the entailed educational responses for the racial and linguistic discrimination against "different" population --> the politics of recognition in the centre

incluing repressed histories and discourses in curriculum

diverse discourses and languages, e.g. bilingual education

including traditional, migrant, and indigenous intellectual fields and epistemologies

more critical pedagogy

advancing pedagogy which is culturally appropriate

promoting anti-racist education and intercultural studies

race and language
as forms of capital

no guaranteed, universal, or absolute value
neither mutually exclusive nor determinate
readable elements of habitus in social fields of educational institutions

each individual habitus constitutes of a set of representation and resources

willingly/historically/genealogically acquired or genetic characteristics

--> constitute one's capital in social fields of educational institutions

educational discrimination

evaluation and judgement around linguistic and cultural style as well as the exercise of taste

habitus moves across overlapping social fields, such as school and classroom

--> school as a linguistic market in which linguistic features and "race" might be made to count in various ways

--> people in positions of authority, such as teachers, undertake "a minting process of symbolic recognition of capital"

--> race, class, gender, sexual preference as well as language form key elements of embodied cultural capital

the notions of hybridity and multiplicity in connection to race and racism

< compounding traditional understandings: e.g. slavery, genocide, linguisticide