Subject: Bourdieu and North American literacy education
Date: Sat, 14 Jul 2001 18:07:27 -0400


Wacquant and Bourdieu together and separately discuss factors that
contribute to the possible misreading of Bourdieu's work and project in
North American academic circles. Others (eg. Swartz)also have commented on
this issue. 

I am interested in this question. Specifically, I am currently studying how
Bourdieu's work has been received in North American education, in particular
within critical pedagogy and literacy education . Too frequently, I believe
his methodology and analysis has been read as overly reproductive and
pessemistic (See Giroux). I would perfer to read any gaps or silences in
Bourdieu's work as opportunities for further inquiry, given the utility of
his theoretical tool chest and mid-range theorizing rather than reasons for
dismissal. 

I was wondering if others, again especially in literacy and education, share
or contest the readings. Grenfell, et al in in Britain and Luke and Freebody
and Carrington and Luke in Australia have productively argued for
Bourdieuian perspectives in their respective fields. Does anyone see such
work possible in North America and/or do you know of such work being done in
North America?

Thank you,
Prof. Jim Albright
New York
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