Playing the triangle: Cosmopolitanism, Cultural Capital and Social Capital as intersecting scholarly discourses about social inclusion and marginalisation in Australian public policy debates

Jakubowicz, Andrew

doi:10.5130/ccs.v3i3.2215

Cited by 11 publications

(13 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Élite cosmopolitans have weak attachments with people in countries of primary residence and strong attachments that traverse group boundaries. They move within self-enclosed enclaves and transnational networks of élite co-cosmopolitans (Szerszynski and Urry, 2002;Hannerz, 2006;Pieterse, 2006;Jakubowicz, 2011Saito, 2011.…”

Section: Background and Context: Global Citizenship And Cosmopolitanismmentioning

confidence: 99%

“…Higher Education Quarterly assume an open orientation without normative intentions (Beck, 2002;Beck and Sznaider, 2006;Woodman, 2009;Jakubowicz, 2011;Saito, 2011). Rather, they welcome difference and the constant transformative effects of intercultural interactions that are the product of self-reflexivity (Beck, 2002;Nagata, 2004;Barrett et al, 2011;Hedetoft, 2011).…”

Section: 'Cosmopolitanisation': 'Unconscious Cosmopolitans' and 'Resimentioning

confidence: 99%

See 1 more Smart Citation

Re‐thinking Global Citizenship in Higher Education: from Cosmopolitanism and International Mobility to Cosmopolitanisation, Resilience and Resilient Thinking

Caruana

2014

Higher Education Quarterly

102

View full text Add to dashboard Cite

Developing graduates as global citizens is a central aim of the internationalised university of the 21 st century. International student mobility premised on notions of cosmopolitanism is regarded as a key component of the student learning experience. Yet there is little evidence to suggest the benefits of international mobility for intercultural understanding, which is an essential quality of the global citizen. This paper reports the findings of a Higher Education Academy-funded project exploring how students draw on their diverse backgrounds in developing resilience within multicultural learning environments. The research findings suggest that student diversity provides a rich source of lived experience that can be harnessed as a resource in developing graduates as global citizens. The paper therefore suggests that institutions re-conceptualise global citizenship as a concept embracing diversity, belonging, community and solidarity and support the development of pedagogies that embrace cultural biography and storytelling.

show abstract

Section: Background and Context: Global Citizenship And Cosmopolitanismmentioning

confidence: 99%

Section: 'Cosmopolitanisation': 'Unconscious Cosmopolitans' and 'Resimentioning

confidence: 99%

Re‐thinking Global Citizenship in Higher Education: from Cosmopolitanism and International Mobility to Cosmopolitanisation, Resilience and Resilient Thinking

Caruana

2014

Higher Education Quarterly

102

View full text Add to dashboard Cite

show abstract

“…Según Jakubowicz (2011), el capital cultural representa las formas objetivadas de la producción cultural, el depósito de los valores culturales construido dentro de un grupo etnocultural con el tiempo, circulado y trasmitido intergeneracionalmente mediante socialización y educación. Este incluye el conocimiento social y los instrumentos para mantener y comunicar el conocimiento.…”

Section: Introductionunclassified

Procesos de socialización y de acumulación de capitales social y cultural en estudiantes innovadores de educación primaria y secundaria en Costa Rica

Jiménez

Molina

Castro³

et al. 2017

InnovEd

View full text Add to dashboard Cite

Esta investigación consta de una revisión sobre la socialización, el capital cultural y social, y la innovación en los procesos educativos; así como de su respectivo trabajo experimental, para analizar y contrastar dichos temas en el contexto educativo costarricense. El objetivo fue analizar los procesos de socialización, de capital social y cultural que poseen estudiantes innovadores de escuelas y colegios, durante el segundo ciclo del año 2014 y el primero del año 2015. Se realizó una investigación de tipo cualitativo mediante el uso de historias de vida. Se encontró que el estudiante innovador proviene de familias en donde el desarrollo del espacio intelectual es muy incentivado. También que sus familiares son muy influyentes y se definen como principales mentores de los entrevistados. Se caracterizó el capital social, y se distinguieron capitales sociales densos e influyentes y capitales de menor tamaño, pero sólidos y de calidad o intensidad. Se determinaron las fuentes de capital cultural. Se encontró gran variedad de elementos tales como la escuela, la familia, actividades sociales, artísticas, recreativas, hábitos cotidianos, libros, entre otros. Se evidenció la ausencia de una metodología específica en el sistema educativo que promueva las innovaciones, labor que recae en los docentes. De este punto sobresale la principal conclusión acerca de la carencia en el sistema educativo costarricense de identificar, comprender y explicar los procesos y las prácticas innovadoras.

show abstract

“…This article explores this concept critically as a Bourdieusian form of cultural and social capital (Jakubowicz 2011;Weenink 2008) largely dependent on economic resource and found in SNS interactions. It explores how SNS users make distinctions based on what they share and view over their personal networks.…”

Section: Introductionmentioning

confidence: 99%

Privileged Mexican migrants in Europe: Distinctions and cosmopolitanism on social networking sites

Nessi

Bailey

2014

Crossings: Journal of Migration &Amp; Culture

View full text Add to dashboard Cite

show abstract

Playing the triangle: Cosmopolitanism, Cultural Capital and Social Capital as intersecting scholarly discourses about social inclusion and marginalisation in Australian public policy debates

Abstract: A constant challenge for scholarly research relates to its impact on and integration into public policy. Where the policy issues are 'wicked', as are those concerning intercultural relations and social cohesion,

Cited by 11 publications

References 21 publications

Re‐thinking Global Citizenship in Higher Education: from Cosmopolitanism and International Mobility to Cosmopolitanisation, Resilience and Resilient Thinking

Re‐thinking Global Citizenship in Higher Education: from Cosmopolitanism and International Mobility to Cosmopolitanisation, Resilience and Resilient Thinking

Procesos de socialización y de acumulación de capitales social y cultural en estudiantes innovadores de educación primaria y secundaria en Costa Rica

Privileged Mexican migrants in Europe: Distinctions and cosmopolitanism on social networking sites

Contact Info

Product

Resources

About