Changing the literacy habitus of a Hong Kong secondary school

Arthur Firkins, Gail Forey

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Firkin's and Forey draw upon Freebody's and Luke's Four Resources Model as well as Bourdieu's concept of habitus (the set of dispositions which generate particular practices and perceptions) to describe the processes of pedagogical change in a Hong Kong secondary school. In their analyses, redesigning pedagogy is about the need to "change the habitus" by changing the practices. They describe the work of teacher practitioners and researchers involved in the project to change, from an instrumental focus on literacy towards a critical literacy pedagogy. Bourdieu's model of habitus provides them with a language and tool by which to analyse the constraints and possibilities of redesigning pedagogies, at the teacher practioner level, at the level of the institution, and within the context of the national habitus.
Original languageEnglish
Title of host publicationRedesigning pedagogy
Subtitle of host publicationreflections on theory and praxis
EditorsMargery D. Osborne Wendy D. Bokhorst-Heng, Kerry Lee
Place of PublicationThe Netherlands
PublisherSense Publishers
Pages33-45
Number of pages13
ISBN (Print)9789087900250
Publication statusPublished - 2006

Publication series

NameBold visions in educational research
PublisherSense Publishers
Volume10

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