Sophina Choudry

Mathematics capital in the educational field: Bourdieu and beyond

ABSTRACT Mathematics education needs a better appreciation of the dominant power structures in the educational field: Bourdieus theory of capital provides a good starting point. We argue from Bourdieus perspective that school mathematics provides capital that is finely tuned to generationally reproduce the social structures that serve to keep the powerful in power, while ensuring that less powerful groups are led to accept their own failure in mathematics. Bourdieus perspective thereby highlights theoretical inadequacies in much mathematics education research, insofar as it presumes a consensus about a ‘what works agenda’ for improving achievement for all. Drawing on one case where we manufactured awkward facts, we illustrate a Bourdieusian interpretation of mathematics capital as reproductive, and the crucial role of its cultural arbitrary. We then criticise the Bourdieusian concept of ‘mathematical capital’ as the value of mathematical competence in practice and propose to extend his tools to include the contradictory ‘use’ and ‘exchange’ values of mathematics instead: we will show how this conceptualisation goes ‘beyond Bourdieu’ and helps explain how teaching-learning might (ideally) produce ‘cultural use value’ in mathematical competence, while still recognising the contradictions teachers and learners face. Finally, we suggest how critical education research generally can benefit from this theoretical framework: (1) in exposing the interest of the dominant classes; but also (2) in researching critical pedagogic alternatives that challenge orthodoxy in educational policy and practice both in mathematics education and more generally.

Figured Worlds in the Field of Power

ABSTRACT This article seeks to deepen our understanding of how structural relations of power should be understood in local accounts of activity and identity. Thus, we critically review the synthesis of Bourdieu and activity theory in Figured Worlds, analyzing two critiques of Bourdieu: his insufficient localism and his overemphasis on embodiment of habitus. We are left with Bourdieu’s overwhelming concern to explain how the field of power is locally refracted and critique its doxa in a field of opinion, while arguably doing so at the expense of imagination, self-authoring, and world making. We conclude with our own suggestions of a synthesis.

Peer relations and access to capital in the mathematics classroom: a Bourdieusian social network analysis

Abstract The aim of this article is to explore the structure of social capital in peer networks and its relation to the unequal access of educational resources within mathematics classrooms. We hypothesise that learners can gain access to mathematics through friendship networks which provide more or less help from peers that might sustain (or curtail) their mathematics learning based on a Bourdieusian framework. We report a social network analysis of mutually-recognised helping within friendship groups. This is complemented by observation and interviews that illustrate how different classrooms have different network structures, positioning learners of different ethnic minorities and genders in significantly different ways regarding access to learning. We argue that friendship networks mediate social capital and access to further cultural capital, and that this may help explain structural differences in attainment. Because ethnicity and gender, inter alia, mediate friendship networks, they also mediate access to capital in the classroom.