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ERIC Number: EJ1142312
Record Type: Journal
Publication Date: 2017-Jan
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1710-2146
EISSN: N/A
When Belonging Becomes Belonging: A Bourdieuian Theorisation
Agbenyega, Joseph S.
International Journal of Whole Schooling, v13 n1 spec iss p5-16 Jan 2017
In this article, I offer an ontological theorization of belonging. The article interrogates the quality of belonging from a Bourdieuian perspective by critiquing exclusion generated from psychological or biological discourses; I aim to question the way that "belonging" is applied in a technical or an emotional sense within the field of inclusive education. The article works towards offering a new theorization that does not treat the meaning of belonging as deterministic. The paper argues that if belonging is a way of addressing concern for ourselves as human beings, then deepening the theoretical understanding of this concept will add to how we practice the complexity of inclusive education based on the Whole Schooling perspective. By articulating Bourdieu's framing of belonging, it is possible to enable inclusive professionals and families to view conceptions of belonging outside the familiar derivatives applied in everyday discourse. In addition, quality belonging provides the framework for how human relations can be strengthened for inclusive schooling and inclusive society.
Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A