"Othered" Forms of Knowledge: Combining Theories of Aristotle and Bourdieu to Explore Intellectual Capital in the Curriculum

Autor/in	Bailey, Toni
Titel	"Othered" Forms of Knowledge: Combining Theories of Aristotle and Bourdieu to Explore Intellectual Capital in the Curriculum
Quelle	In: Curriculum and Teaching Dialogue, 24 (2022) 1-2, S.51-65 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-750X
Schlagwörter	Self Concept; Educational Philosophy; Discourse Analysis; Teaching Methods; Intellectual Development; Middle School Students; Professional Autonomy; Student Characteristics; Ethics; Credibility + Suchen Sie Ihr Suchwort? Selbstkonzept; Bildungsphilosophie; Erziehungsphilosophie; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Mental development; Geistige Entwicklung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Berufsfreiheit; Ethik; Glaubwürdigkeit
Abstract	The prioritization and overemphasis of mathematics and English language arts for decades in U.S. curricula has led to the othering of various forms of knowledge and an intellectual hierarchy that jeopardizes students' self concepts. Premised on Aristotle's ta endoxa and Bourdieu's field theory, a critical discourse analysis was conducted to explore this precedent. The data indicated that teachers reproduce dominating forms of knowledge through a dialectical agency in their delivery of the curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01