Jean-Claude Passeron

Bio: Jean-Claude Passeron is an academic researcher from University of Paris. The author has contributed to research in topics: Sociology of Education & Cultural reproduction. The author has an hindex of 36, co-authored 84 publications receiving 17782 citations.

Reproduction in education, society and culture

Abstract: Preface to the Second Edition - Pierre Bourdieu Foreword - Tom Bottomore PART ONE: FOUNDATIONS OF A THEORY OF SYMBOLIC VIOLENCE PART TWO: KEEPING ORDER Cultural Capital and Pedagogic Communication The Literate Tradition and Social Conservation Exclusion and Selection Dependence through Independence Appendix The Changing Structure of Higher Education Opportunities Redistribution or Translation?

La reproduction : Elements pour une théorie du système d'enseignement

Abstract: Ouvrage deja ancien, c'est pourtant a lui que se referent encore de nombreux auteurs aujourd'hui. Bourdieu et Passeron y demontrent comment l'ecole est un instrument de reproduction sociale au service des classes dominantes. Pour ces auteurs, la reussite scolaire des enfants de milieu favorise s'explique par leur heritage culturel. En fonction du milieu social d'origine, les individus disposent en effet d'un capital culturel different. Or, c'est precisement le capital culturel des classes dominantes que valorise l'ecole. Les enseignants sont les agents reproducteurs de la distribution sociale puisqu'ils valorisent les habitus culturels - c'est-a-dire les 'dispositions durables qui guident les perceptions, les representations' - des classes dominantes, favorisant la reussite de leurs enfants et defavorisant celle des enfants de milieux populaires dont les habitus n'ont pas droit de cite a l'ecole. Qui plus est, l'ecole produit l'illusion de l'independance et de la neutralite scolaires, illusion qui contribue a l'efficacite de sa contribution a la reproduction de l'ordre etabli. Elle exerce ainsi une violence symbolique sur les familles de milieu populaire en les soumettant au verdict de l'echec et en leur faisant interioriser leur responsabilite dans cet echec, legitimant ainsi leur place dans la structure sociale.

A Threat in the Air How Stereotypes Shape Intellectual Identity and Performance

Abstract: A general theory of domain identification is used to describe achievement barriers still faced by women in advanced quantitative areas and by African Americans in school. The theory assumes that sustained school success requires identification with school and its subdomains; that societal pressures on these groups (e.g., economic disadvantage, gender roles) can frustrate this identification; and that in school domains where these groups are negatively stereotyped, those who have become domain identified face the further barrier of stereotype threat, the threat that others' judgments or their own actions will negatively stereotype them in the domain. Research shows that this threat dramatically depresses the standardized test performance of women and African Americans who are in the academic vanguard of their groups (offering a new interpretation of group differences in standardized test performance), that it causes disidentification with school, and that practices that reduce this threat can reduce these negative effects.

Critical Discourse Analysis

Abstract: Since the late 1980s, Critical Discourse Analysis (CDA) has become a well-established field in the social sciences. However, in contrast with some branches of linguistics, CDA is not a discrete academic discipline in the traditional sense, with a fixed set of research methods. The manifold roots of CDA lie in a myriad of disciplines including rhetoric, anthropology, philosophy and cognitive science, to name a few. This four-volume set brings together seminal articles on the subject from varied sources, creating an invaluable roadmap for scholars seeking to consolidate their knowledge of CDA, and of its continued development. Sculpted and edited by a leading voice in the field, this work covers the interdisciplinary roots, the most important approaches and methodologies of CDA, as well as applications in other disciplines in an updated and comprehensive way. Structured thematically, the four volumes cover a wide range of aspects and considerations: Volume One: Histories, Concepts and Interdisciplinarity Volume Two: Theoretical Approaches and Methodologies Volume Three: 'Doing CDA' - Case Studies Volume Four: Applications and Perspectives - New Trends in CDA

Whose culture has capital? A critical race theory discussion of community cultural wealth

Abstract: This article conceptualizes community cultural wealth as a critical race theory (CRT) challenge to traditional interpretations of cultural capital. CRT shifts the research lens away from a deficit view of Communities of Color as places full of cultural poverty disadvantages, and instead focuses on and learns from the array of cultural knowledge, skills, abilities and contacts possessed by socially marginalized groups that often go unrecognized and unacknowledged. Various forms of capital nurtured through cultural wealth include aspirational, navigational, social, linguistic, familial and resistant capital. These forms of capital draw on the knowledges Students of Color bring with them from their homes and communities into the classroom. This CRT approach to education involves a commitment to develop schools that acknowledge the multiple strengths of Communities of Color in order to serve a larger purpose of struggle toward social and racial justice.

Identity and Agency in Cultural Worlds

Abstract: Preface I. On the Shoulders of Bakhtin and Vygotsky 1. The Woman Who Climbed Up the House 2. A Practice Theory of Self and Identity II. Placing Identity and Agency 3. Figured Worlds 4. Personal Stories in Alcoholics Anonymous 5. How Figured Worlds of Romance Become Desire III. Power and Privilege 6. Positional Identities 7. The Sexual Auction Block IV. The Space of Authoring 8. Authoring Selves 9. Mental Disorder, Identity, and Professional Discourse 10. Authoring Oneself as a Woman in Nepal V. Making Worlds 11. Play Worlds, Liberatory Worlds, and Fantasy Resources 12. Making Alternate Worlds in Nepal 13. Identity in Practice Notes References Credits Index

Social Identity, Investment, and Language Learning*

Abstract: The author argues that second language acquisition (SLA) theorists have struggled to conceptualize the relationship between the language learner and the social world because they have not developed a comprehensive theory of social identity which integrates the language learner and the language learning context. She also maintains that SLA theorists have not adequately addressed how relations of power affect interaction between language learners and target language speakers. Using data collected in Canada from January to December 1991 from diaries, questionnaires, individual and group interviews, and home visits, the author illustrates how and under what conditions the immigrant women in her study created, responded to, and sometimes resisted opportunities to speak English. Drawing on her data analysis as well as her reading in social theory, the author argues that current conceptions of the individual in SLA theory need to be reconceptualized, and she draws on the poststructuralist conception of social identity as multiple, a site of struggle, and subject to change to explain the findings from her study. Further, she argues for a conception of investment rather than motivation to capture the complex relationship of language learners to the target language and their sometimes ambivalent desire to speak it. The notion of investment conceives of the language learner, not as a historical and unidimensional, but as having a complex social history and multiple desires. The article includes a discussion of the implications of the study for classroom teaching and current theories of communicative competence.