Identity and Ideology: Sociocultural Theories of Schooling

By Stanley William Rothstein | Go to book overview
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Afro-Americans: conscious raising experiences and, 133-135; segregation and, 115; social psychological pressures to conform, 116
Althusser, Louis: capitalist and feudal production, 97-98; dissolved personal experiences of individuals and, 11; divorce of theory from practice, 124; economistic theories of class struggle and, 130; ideological state apparatuses, 76-77
Althusser, Louis, and Jacques Lacan, 6, 69, 75
Arbitrary habitus of schooling, 45-55
Balibar, Etienne: feudal and modern systems and, 94-99; structural elements of production, 92-94
Bernstein, Basil, symbolic controls in schools, 12-13
Bonapartism, 21-22
Bourdieu, Pierre: cultural and linguistic habituses, 46-47; disparities between men and women's academic achievement and, 48; the dissolved individual, 58-61; epistemological problems, 61-66; historical context of his work, 52-55; theories of symbolic violence, 45-46
Cartesian ego, 70-71
Compulsory education, 25-32
Consciousness, 147-148
Critique of the Hegalian Philosophy of Right, 19-20
Economistic theories of class struggle, 130
Economy: educational systems and, 103-104; high schools and, 104-105; legal requirements of schooling and, 104
Educational knowledge: in mass society, 141-142; legitimacy and moral understandings, 142-143; as production, 126-127
Educational production: ideological consequences in schools, 9-11; ideological practice and, 109-110; structural components, 2-3
Educational systems: defined, 1; and reproduction, 51-52; as structures in an organic totality, 42-43


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Identity and Ideology: Sociocultural Theories of Schooling


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