Re: [xmca] cultural capital

[mike cole <lchcmike@gmail.com>]

Yuan, and those interested in pursuing the Gratier et al
paper discussion. Below are two references with further background on the
program. Unfortunately, they are in books and not obtainable online. Note in
the second entry that the term, Bridging cultures has a copyright symbol
next to it. If Jean Lave had copyrighted "communities of practice" she would
be a rich woman today!
mike

*Bridging* cultures between home and school: A guide for teachers: With a
special focus on immigrant Latino families.
  Author   Trumbull,
Elise<p_search_form.php?field=au&query=trumbull+elise&log=literal&SID=9nfhtal8bs6tlfap0pfog6pen0>
1; Rothstein-Fisch,
Carrie<p_search_form.php?field=au&query=rothstein+fisch+carrie&log=literal&SID=9nfhtal8bs6tlfap0pfog6pen0>;
*Greenfield*, *Patricia*
M.<p_search_form.php?field=au&query=greenfield+patricia+m&log=literal&SID=9nfhtal8bs6tlfap0pfog6pen0>;
Quiroz, Blanca<p_search_form.php?field=au&query=quiroz+blanca&log=literal&SID=9nfhtal8bs6tlfap0pfog6pen0>
  Affiliation   (1)WestEd, Culture & Language in Education Program, San
Francisco, CA, US
  Source   Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers. (2001)
xxi, 172 pp.(From the preface) Presents a framework for understanding
differences between the values of cultures based on "individualism" and
those based on "collectivism". This framework is helpful for teachers who
work with Latino (and other) immigrant children who are forced to move daily
between a more collectivistic value system at home and the more
individualistic value system of the dominant culture represented in school.
The framework also helps teachers, schools, and parents prevent
cross-cultural conflicts of both a covertly and overt nature.


*Bridging* Cultures® in parent conferences: Implications for school
psychology.
  Monograph Title   Handbook of multicultural school psychology: An
interdisciplinary perspective.
  Author   Trumbull,
Elise<p_search_form.php?field=au&query=trumbull+elise&log=literal&SID=9nfhtal8bs6tlfap0pfog6pen0>
1; *Greenfield*, *Patricia*
M.<p_search_form.php?field=au&query=greenfield+patricia+m&log=literal&SID=9nfhtal8bs6tlfap0pfog6pen0>
2; Rothstein-Fisch,
Carrie<p_search_form.php?field=au&query=rothstein+fisch+carrie&log=literal&SID=9nfhtal8bs6tlfap0pfog6pen0>
1; Quiroz, Blanca<p_search_form.php?field=au&query=quiroz+blanca&log=literal&SID=9nfhtal8bs6tlfap0pfog6pen0>
3
  Affiliation   (1)California State University, Northridge, CA, US;
(2)University of California, Los Angeles, CA, US; (3)Texas A&M University,
College Station, TX, US
  Source   Esquivel, Giselle B.; Lopez, Emilia C.; Nahari, Sara G. (2007).
Handbook of multicultural school psychology: An interdisciplinary
perspective. (pp. 615-636). Mahwah, NJ, US: Lawrence Erlbaum Associates
Publishers. xxvii, 747 pp.(Created by APA) In this chapter, we discuss how
one of the most common forms of parent involvement in children's
schooling--the parent conference--is an opportunity to examine the role of
culture in home-school relationships. We draw on sociocultural theory,
teacher research, and the collaborative action research of the Bridging
Cultures® Project to show how conferences between school staff and families
can be more effective when school professionals have a deeper understanding
of both the culture of school and the cultures of the families they serve

On Sun, Dec 13, 2009 at 11:12 PM, yuan lai <laiyuantaiwan@gmail.com> wrote:

> Michael, the example illustrates well Bourdieu's forms of capital, as you
> have elucidated for me. Imposters like the Salahis will eventually be
> exposed unless and until they learn to acquire the language, the posture,
> the experience of being part of that community. Or would they, but for the
> intense curiosity of the mass media?
>
> I'm thinking of revisiting the article by Gratier et al. with perhaps my
> understanding of cultural and symbolic capital, and with Jay's article, a
> few days late (currently I'm trying to finish a portion of my
> dissertation).
> For now, I'm just thinking that the Bridging Cultures program Gratier et
> al.
> describe seems not so much as increasing the cultural capital of the
> teachers (seven bilingual English-Spanish teachers, who received the
> training program) as perhaps activating the Hispanic side of their cultural
> capital, within their classrooms. The teachers are bilingual and I presume
> they are bicultural. Just a thought.
>
> P.S. The story of Liu Ling is part of the book, Shi Shuo Xin Yu, which has
> been translated into English:
> http://www.press.umich.edu/titleDetailDesc.do?id=19860
> It is, as the website says, "a collection of anecdotes, short
> conversations,
> and pithy observations on personalities who lived in China between about
> 150
> and 420 A.D." Maybe I'd have occasions to pull some information from the
> book at future xmca posts. There certainly are many learning opportunities
> here; I think I'm sticking around :-)
>
> Yuan
>
> On Thu, Dec 10, 2009 at 12:18 PM, Michael Glassman <MGlassman@ehe.osu.edu
> >wrote:
>
> >
> >
> > In case anybody is interested, this article is an incredible example of
> the
> > relationship between the Bourdieu's forms of capital - cultural, social,
> > economic and symbolic - especially the relationship between cultural
> capital
> > and symbolic capital.
> >
> > http://www.nytimes.com/2009/12/10/fashion/10crashers.html?_r=1
> >
> > Bourdieu certainly does give you a lot to think about.
> >
> > Michael
> >
> > _______________________________________________
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> > xmca@weber.ucsd.edu
> > http://dss.ucsd.edu/mailman/listinfo/xmca
> >
> >
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