Disposed to learn : schooling, ethnicity and the scholarly habitus
- Watkins, Megan.
- London ; New York : Bloomsbury, 2013.
- Physical description
- vii, 166 pages ; 24 cm
LB45 .W296 2013
- Unknown LB45 .W296 2013
- Noble, Greg.
- Includes bibliographical references (pages -160) and index.
- Acknowledgments Introduction 1. The Ethnicization of Educational Achievement 2. Surveying Culture and Educational Capital 3. Disposed to Learning 4. Home, Routine and Dispositions to Learning 5. Ethnicity and Schemas of Perception 6. Schools, Pedagogy and Discipline Conclusion Notes References Index.
- (source: Nielsen Book Data)
- Publisher's Summary
- Disposed to Learn explores the relationship between ethnicity and dispositions towards learning, with a focus on primary school students of Chinese, Pasifika and Anglo Australian backgrounds. The authors challenge the tendency towards the essentializing of ethnicity within multiculturalism to argue for a more nuanced understanding of the relationship between culture and academic performance. Drawing on the work of Bourdieu, they examine how home and school practices produce particular attributes that are embodied as dispositions towards learning - the scholarly habitus. These home and school practices entail different modes of discipline which help or hinder student engagement. The book underlies the need for a better understanding of cultural diversity in schooling to address issues of educational inclusion.
(source: Nielsen Book Data)
- Publication date
- Megan Watkins and Greg Noble.