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ERIC Number: EJ1033682
Record Type: Journal
Publication Date: 2014
Pages: N/A
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0161-4681
Deviance as Pedagogy: From Nondominant Cultural Capital to Deviantly Marked Cultural Repertoires
Dixon-Román, Ezekiel J.
Teachers College Record, v116 n8 2014
Background/Context: Pierre Bourdieu's concept of cultural capital has been employed extensively in sociological, educational, and anthropological research. However, Bourdieu's conceptualization of cultural capital has often been misread to refer only to "high status" or dominant cultural norms and resources at the cost of overlooking the meaningful and productive practices of nondominant and marginalized cultural communities. Focus of Study: By reconceptualizing Cohen's politics of deviance, this paper leans on post-structuralist thinkers to develop a conceptualization of the cultural repertoires of marginalized communities, hereafter referred to as deviantly marked cultural repertoires, that places at the center labeled practices of deviance. It is posited that in these labeled deviant cultural practices--which are often overlooked, shunned, and ignored--are valuable and meaningful experiences of learning and development. Research Design: Using scenes from the HBO series The Wire as a cultural text, a materialist analysis is conducted to demonstrate empirically the pedagogically rich processes of deviantly marked cultural repertoires. Conclusions: This paper argues for a research agenda on the learning and development present in the often overlooked, shunned, ignored, and marked/labeled practices of deviance as a way to explore the transformative pedagogical possibilities in marginalized youth cultures.
Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A