Schooling in disadvantaged communities: Playing the game from the back of the field

Mills, Carmen and Gale, Trevor Schooling in disadvantaged communities: Playing the game from the back of the field. Dordrecht , The Netherlands: Springer, 2010. doi:10.1007/978-90-481-3344-4

Author Mills, Carmen
Gale, Trevor
Title Schooling in disadvantaged communities: Playing the game from the back of the field
Place of Publication Dordrecht , The Netherlands
Publisher Springer
Publication year 2010
Sub-type Research book (original research)
DOI 10.1007/978-90-481-3344-4
ISBN 9789048133437
Language eng
Start page 1
End page 136
Total number of pages 136
Collection year 2011
Year available 2010
Subjects A1
Formatted Abstract/Summary
At first glance, it may appear as if everyone is free to play the game of schooling on equal footing. More often, it is "a game in which the dominant determine at every moment the rules of the game (heads, I win; tails, you lose)' (Bourdieu, 1990: 153). Everyone plays, but differential structures ensure that it is not a level playing field. Moreover, the rules or regularities of the field are "only ever partially articulated, and much of the orthodox way of thinking and acting passes in an implicit, tacit manner" (Grenfell & James, 1998: 20). The legitimate is rarely made fully explicit. Even when knowledge of the game and its rules are shared, understanding the moves and access to financial, social and cultural resources that might permit the marginalised to win, are not. Based on a study of one secondary school located in a disadvantaged community within Australia, this book provides a different perspective on what it means to play the game of schooling. Drawing on the perspectives of teachers, parents and students, Crimson Brook Secondary College is a window through which to explore the possibilities of  Schooling in Disadvantaged Communities.  The book is also designed to stimulate understanding of the work of Bourdieu as well as of a Bourdieuian approach to research.  Seeing transformative potential in his theoretical constructs, it suggests that it is possible for schools to be more than reporducers of society.
Q-Index Code AX
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Description: ix, 136 p.

Document type: Book
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Created: Mon, 20 Sep 2010, 12:09:03 EST by Claire Backhouse on behalf of School of Education