Reproducing Vulnerability: A Bourdieuian Analysis of Readers Who Struggle in Neoliberal Times

Autor/in	Jaeger, Elizabeth L.
Titel	Reproducing Vulnerability: A Bourdieuian Analysis of Readers Who Struggle in Neoliberal Times
Quelle	In: British Journal of Sociology of Education, 38 (2017) 7, S.975-990 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2016.1213158
Schlagwörter	Neoliberalism; Classroom Techniques; Educational Policy; Literacy; Employment Level; Literacy Education; Self Concept; Democratic Values; Citizen Participation; Reading Difficulties; Social Systems; Ability Grouping; Intervention; Social Isolation; Social Justice; Institutional Characteristics; Common Core State Standards; Response to Intervention; Social Class; School Role; Elementary Secondary Education; Social Differences; Poverty; Working Class + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Klassenführung; Politics of education; Bildungspolitik; Alphabetisierung; Schreib- und Lesefähigkeit; Beschäftigungsgrad; Selbstkonzept; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Reading difficulty; Leseschwierigkeit; Social system; Soziales System; Homogene Gruppierung; Niveaugruppierung; Streaming; Soziale Isolation; Soziale Gerechtigkeit; Common core curriculum; Curriculum; Kerncurriculum; Social classes; Soziale Klasse; Sozialer Unterschied; Armut; Arbeiterklasse
Abstract	The neoliberal agenda promotes education as a route toward success in university and career. However, a neoliberal economy requires large numbers of workers willing to accept low-paying, dead-end jobs. The students most likely to take these jobs are those who have struggled with literacy and so schools must, in Bourdieu's terms, re/produce, vulnerable readers. This paper tracks the ways in which the neoliberal economy depends on these readers and how schools participate in this process of re/production: from educational policy, to instructional context, to reader identity. In contrast, from a radical democratic viewpoint, the primary goal of schooling is civic engagement and such engagement is bolstered by universal literacy. The paper concludes with alternatives in the realms of policy and classroom practice that are more likely to support teachers and students and foster radical democratic views. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01