An Overdue Theoretical Discourse: Pierre Bourdieu’s Theory of Practice and Critical Race Theory in Education

Tichavakunda, Antar A.

doi:10.1080/00131946.2019.1666395

Cited by 21 publications

(20 citation statements)

References 41 publications

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“…While the concept of cultural capital has been applied in diverse ways in education research, what is clear from emerging research on educational opportunity is that the forms of capital or wealth that marginalized students possess are often not valued in dominant spaces that are white, cisgender, and upper-class (Bourdieu 1973 ; Lareau and Weininger 2003 ; Rios-Aguilar et al 2011 ; Sablan and Tierney 2014 ; Tichavakunda 2019 ; Yosso 2005 ). Unchallenged, the devaluing of minoritized students forms of capital reproduces inequities, particularly in schools.…”

Section: Review Of Literaturementioning

confidence: 99%

The Limits of Choice: A Black Feminist Critique of College “Choice” Theories and Research

Perna

McLewis²,

Núñez

2021

Higher Education: Handbook of Theory and Research

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Research on the college decision-making process is extensive. However, fewer approaches have employed a critical lens to explore how power and its relation to students, schools, and higher education institutions shape students’ college pathways and trajectories. In this current chapter, Black Feminist Thought (Collins, Social Problems, 33(6):s14–s32, 1986; Collins, Black feminist thought: Knowledge, consciousness, and the politics of empowerment, Routledge, 2002) is employed to examine how intersecting systems of oppression (i.e., institutionalized racism, sexism, capitalism, etc.) and power shape the college “choice” process. I extend on previous literature on educational inequities to consider the structural forces that constrain educational opportunities. In particular, through the standpoint of Black women and girls, I rely on constructs such as the matrix of domination and controlling images to highlight the limits of college “choice.” The aim is to the examine the various ways “choice” is constrained for Black women and girls, in order to develop transformative mechanisms to improve access to adequate education, increase college participation, and enhance life opportunities. Findings include how narrow depictions of Black women and girls and the trope of the advantaged Black woman in education stifle educational opportunity.

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Section: Review Of Literaturementioning

confidence: 99%

The Limits of Choice: A Black Feminist Critique of College “Choice” Theories and Research

Perna

McLewis²,

Núñez

2021

Higher Education: Handbook of Theory and Research

View full text Add to dashboard Cite

show abstract

“…Community cultural wealth combats the deficit capital perspective of COC and highlights their strengths (Listman et al, 2011). Together, these frameworks may help scholars to better study and understand the interplay of agency and societal structures while also centering race (Tichavakunda, 2019).…”

Section: Institutional Agency and Community Cultural Wealthmentioning

confidence: 99%

“…Content from these sources establishes a foundation that informs how parents in this study were able to create, maintain, and extend their influence in the academic success of their children. The fusion of approaches was important because, despite the extensive use of critical race theory (CRT) and Bourdieusian frameworks in education research to offer innovative analyses of educational inequities, scholarship has yet to consider how, together, these frames might facilitate novel insights into marginalized populations (Tichavakunda, 2019). The overarching framework for these three corpuses of literature is CRT, which offers a counter to the dominant color-blind approaches in educational research (Lynn & Dixson, 2013).…”

Section: A Lamp To Guide My Feet: Theoretical Frameworkmentioning

confidence: 99%

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Why We Gather: Educational Empowerment and Academic Success Through Collective Black Parental Agency

Rall

2021

JFDE

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Though previous literature has explored the importance of parents in education, scholarship has failed to empirically demonstrate the influence voluntary parent groups have on the educational trajectory of Black students. Using institutional agency and community cultural wealth frameworks, the author qualitatively evaluates a Black parent group’s self-initiated efforts to influence the academic outcomes of high-achieving students. The author illustrates how one parent organization negotiates an environment in which their racial group comprises less than 5% of the population to effectively guide and support families as their students navigate academic success. Findings show that at least three critical components— accountability, alliances and networks, and legitimacy—are vital in the provision of collaborative support and agency on behalf of high-achieving students.

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“…It became clear that an institutional commitment to meaningful, equitable change was key, as was a readiness to listen to marginalised voices and stories. Without this, coaching and mentoring approaches may risk encouraging individual adaptation to inequitable structures instead of challenging and supporting change (Shoukry, 2016;Tichavakunda, 2019).…”

Section: Our Approachmentioning

confidence: 99%

Developing an equity lens: the experience of creating a professional framework for coaches and mentors

Clay

Williams

Blissett

et al. 2023

JLDHE

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The following is a collective practitioner reflection on creating a coaching and mentoring professional framework for a pilot student support service that focuses on delivering targets in the institutional Access and Participation Strategy. Both coaching and mentoring are increasingly recognised as support mechanisms which can bring about change for social justice (Shoukry and Cox, 2018). As Learning Development practitioners, we are working within a specialist coaching and mentoring service which seeks to remove student inequalities. Therefore, working to create a professional framework which addresses this directly has been valuable. We share our journey in the hope that other Learning Development practitioners will consider an equity lens to critically reflect on their work and join a conversation to develop anti-oppressive practice in student support further.

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An Overdue Theoretical Discourse: Pierre Bourdieu’s Theory of Practice and Critical Race Theory in Education

Cited by 21 publications

References 41 publications

The Limits of Choice: A Black Feminist Critique of College “Choice” Theories and Research

The Limits of Choice: A Black Feminist Critique of College “Choice” Theories and Research

Why We Gather: Educational Empowerment and Academic Success Through Collective Black Parental Agency

Developing an equity lens: the experience of creating a professional framework for coaches and mentors

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