Re: [xmca] cultural capital

[yuan lai <laiyuantaiwan@gmail.com>]

Thanks, Mike. I should have done a search before conjecturing. Why is it
that I see my writing/thinking better once it is out of my hand?!

On Mon, Dec 14, 2009 at 8:47 AM, mike cole <lchcmike@gmail.com> wrote:

> 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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