Bourdieu and the Quest for Intercultural Transformations

Pöllmann, Andreas

doi:10.1177/21582440211061391

Cited by 8 publications

(6 citation statements)

References 70 publications

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“…Whereby, the historical emergence of epistemologies is explored, and contemporary concepts or challenges are examined from multiple perspectives (Andreotti et al, 2011;Miller et al, 2008). Therefore, ontological or cultural pluralism, enables the co-occurrence rather than the hybridisation or abrogation of different cultural resources (Pöllmann, 2021). Arguably, the latter has been the case historically for mātauranga in mathematics curriculum and classrooms.…”

Section: Cultural Symmetry Modelmentioning

confidence: 99%

Wayfinding in an indigenous initial teacher education mathematics programme

Trinick,

Allen

2024

ZDM Mathematics Education

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In this paper we discuss ongoing challenges for Māori-medium initial teacher education in addressing conceptual, linguistic and pedagogical tensions that impact on developing mathematics education programmes. These include the small pool of applicants with the necessary linguistic and cultural knowledge required to teach in Māori-medium settings. Māori-medium schooling has the dual goals of providing a learning environment where Māori ways of knowing and being are taken for granted and students have access to international notions of academic success. However, many Māori-medium initial teaching education applicants have learnt mathematics in English and have had varying levels of access to Māori practices that could be taught alongside mathematics. To address these challenges, we utilise the cultural symmetry model to guide the design and delivery of Māori-medium initial teacher education tasks using wayfinding. Thereby illuminating Māori practices and school mathematics curriculum simultaneously.

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Section: Cultural Symmetry Modelmentioning

confidence: 99%

Wayfinding in an indigenous initial teacher education mathematics programme

Trinick,

Allen

2024

ZDM Mathematics Education

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“…Interculturality appears as a kind of bridge between different cultures. (Pöllmann, 2021) in a discussion of intercultural capital points out that there is no one-dimensional static relationship between two-essentialist perception-cultural entities but flexible multidirectional bridges that reinforce and are capable of reshaping cultural diversity at the levels of incarnation, objectification and institutionalization. Expanding on the concepts of P. Bourdieu for cultural capital, considers as empirical indicators of the embodied intercultural capital the bilingual ability, the multilingual repertoires, the experiences of migration, etc.…”

Section: Cultural Difference and Intercultural Valuesmentioning

confidence: 99%

Intercultural Capital and Social Integration of Refugees

Nagopoulos¹,

Sarsour²,

Paraskevopoulos³

2023

JSS

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Migration is linked over time to the features that constitute a process of civilization. In order to meet subsistence needs in the host country, migrant populations seek employment opportunities and improved living conditions. This reality is reflected through the interaction of the host society with newcomers at the level of social inclusion, which may be hampered by limited cultural capacities and resources. At the local level, limited cooperation between local authorities, intercultural tensions lack of equal access to selected cultural goods, lack of structural approaches and the reluctance of some organisations to the wider cultural spectrum to maintain participation in common social life are factors influencing social inclusion prospects. However, where cultural diversity thrives, diversity is protected by critical actors in local communities and intercultural capital is strengthened, as social cohesion is promoted and possible tensions arising from different perceptions and attitudes towards value models are addressed and cultural goods. The aim of the article is to record and study the range of cultural differences that arise and affect the process of social integration of refugees.

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“…The sanctioned ways of acquiring cultural capital refer back to Pierre Bourdieu's traditional view, where the role played by the family and school [35,47], constituted determining factors for the cultural development of the interviewed individuals. Although the authors updated its definition and its forms of embodiment, objectification and institutionaliza-tion [35,39,[72][73][74][75][76], family and school maintained their importance for the formation of the creative habitus.…”

Section: Sanctioned Forms Of Cultural Capitalmentioning

confidence: 99%

“…Departing from the traditional concept of habitus, capital and field [32][33][34][35][36], the authors present in this paper an up-to-date version of the main thinking tools of Bourdieu (Table 1), incorporating the theoretical underpinnings of creative tourism [14,31]. With the broad concept of culture, both tangible and intangible cultural assets are important in creative tourism [37], where non-sanctioned forms of cultural capital (e.g., internet, media) and informal education [38] coexist alongside family and school (dear to Bourdieu), acting as structuring structures and enabling the reflexive and flexible habitus endowed with intercultural capital [39] to cross over to new fields without the effect of hysteresis [40,41], thus rendering social success, skill development and their applications in the creative tourism subfield [31].…”

Section: Introductionmentioning

confidence: 99%

Creative Tourism Consumption: Framing the Creative Habitus through a Bourdieusian Lens

2023

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Creative tourism studies remain a newly developed field, pointing to changes in the consumption of tourism and culture while influencing how creativity and co-creation differentiate tourism supply through exploring the existential dimensions of creative experiences, the latter remaining an under-researched theme in the creative tourism literature. In addition, this type of tourism is presented as more responsible and sustainable than other types of massified forms of tourism. Building on a Bourdieusian approach, an updated version of Bourdieu’s main sociological thinking tools was used to analyse the creative habitus of both the supply and demand involved in the co-creation of creative tourism experiences. The authors developed 42 semi-structured interviews with creatives and creative tourists using the Loulé Criativo network in Portugal as a case study and applied qualitative techniques for the data treatment. The results showed that the creative habitus could move successfully between fields, expressing a sustainable agency towards creative tourism consumption. Autodidactism is important for skill development and knowledge replication resulting from the co-creation of creative experiences. The creative habitus, endowed with intercultural and creative capital, is characterized by self-education and ecological awareness where co-creation and coexistence with other creative people enhance the development and replication of creative competencies outside the tourism field.

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Bourdieu and the Quest for Intercultural Transformations

Cited by 8 publications

References 70 publications

Wayfinding in an indigenous initial teacher education mathematics programme

Wayfinding in an indigenous initial teacher education mathematics programme

Intercultural Capital and Social Integration of Refugees

Creative Tourism Consumption: Framing the Creative Habitus through a Bourdieusian Lens

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