This article proposes a critique of critical sociology of education as a means of thinking past theories of reproduction which are the doxa for our field. The article problematizes key words such as ‘disadvantage’ and pursues a critique of reproduction theory, drawing on Rancière’s foregrounding of equality as an axiom rather than an outcome. The article goes some way towards showing how we might practically think past theories of reproduction by offering an alternative version of educational equality.
ArcherM (2010) Routine, reflexivity, and realism. Sociological Theory28(3): 272–303.
2.
AronowitzS (1992) The tensions of critical theory: Is negative dialectics all there is? In: SidemanSWagnerD (eds) Postmodernism and Social Theory: The Debate over General Theory. Cambridge, MA: Basil Blackwell, 289–321.
3.
AronowitzS (2004) Foreword. In: DolbyNDimitriadisG (eds) Learning to Labour in New Times. New York: Routledge, ix–xiii.
4.
BallS (2006) The necessity and violence of theory. Discourse: Studies in the Cultural Politics of Education27(1): 3–10.
5.
BallS (2012) Global Education Inc: New Policy Networks and the Neoliberal Imaginary. London: Routledge.
6.
BiestaG (2010) A new logic of emancipation: The methodology of Jacques Rancière. Educational Theory60(1): 39–59.
7.
BiestaG (2011) Learner, student, speaker: Why it matters how we call those to teach. In: SimonsMMasscheleinJ (eds) Rancière, Public Education and the Taming of Democracy. Chichester: Wiley-Blackwell, 31–42.
8.
BinghamCBiestaG (2010) Jacques Rancière: Education, Truth, Emancipation. London: Continuum.
9.
BoltanskiLChiapelloE (2007) The New Spirit of Capitalism. London: Verso Books.
10.
BourdieuP (1990) The Logic of Practice. Stanford, CA: Stanford University Press.
11.
BronnerS (1994) Of Critical Theory and its Theorists. Cambridge, MA: Blackwell.
12.
CanaanJShumarW (eds) (2008) Structure and Agency in the Neoliberal University. London: Routledge.
13.
ComberB (1998) Problematising ‘background’: (Re)constructing categories in educational research. Australian Educational Researcher25(3): 1–21.
14.
ConnellRAshendenDKesslerSDowsettG (1982) Making the Difference: Schools, Families and Social Division. Sydney: George Allen & Unwin.
15.
De CerteauM (1984) The Practice of Everyday Life. RendellS, trans. Berkeley, CA: University of California Press.
16.
DolbyNDimitriadisG (2004) Learning to labor in new times: An introduction. In: DolbyNDimitriadisG (eds) Learning to Labor in New Times. New York: Routledge, 1–14.
17.
ForsythRFurlongA (2003) Access to higher education and disadvantaged young people. British Educational Research Journal29(2): 205–25.
18.
FoucaultM (2007) For an ethics of discomfort. In: LotringerS (ed.) The Politics of Truth. Los Angeles, CA: Semiotext(e), 121–8.
19.
GershonW (2012) Troubling notions of risk: Dissensus, dissonance, and making sense of students and learning. Critical Studies in Education53(3): 361–73.
20.
GirouxH (1983) Theory and Resistance in Education: A Pedagogy for the Opposition. South Hadley, MA: Bergin & Garvey.
21.
GirouxH (1988) Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. Granby, MA: Bergin & Garvey.
22.
GonzalezNMollL (2002) Cruzando el Puente: Building bridges to funds of knowledge. Educational Policy16(4): 623–41.
23.
GonzalezNMollLAmantiC (2005) Funds of Knowledge: Theorizing Practices in Household, Communities and Classrooms. Mahwah, NJ: Lawrence Erlbaum.
24.
GoodeJMaskovskyJ (eds) (2001) The New Poverty Studies: The Ethnography of Power, Politics and Impoverished People in the United States. New York: New York University Press.
25.
HattamRProsserB (2008) Unsettling deficit views of students and their communities. Australian Educational Researcher35(2): 89–106.
26.
KenwayJMcLeodJ (2004) Bourdieu’s reflexive sociology and ‘spaces of points of view’: Whose reflexivity, which perspective. British Journal of Sociology of Education25(4): 525–44.
27.
LambertC (2012) Redistributing the sensory: The critical pedagogy of Jacques Rancière. Critical Studies in Education53(2): 211–27.
28.
LatherP (1986) Research as praxis. Harvard Educational Review56(3): 257–77.
29.
MacanGhaillM (1996) Class, culture, and difference in England: Deconstructing the institutional norm. International Journal of Qualitative Studies in Education9(3): 297–309.
30.
McLaughlinT (1997) Street Smarts and Critical Theory: Listening to the Vernacular. Madison: University of Wisconsin Press.
31.
McRobbieA (2002) A mixed bag of misfortunes? Bourdieu’sWeight of the World. Theory, Culture & Society19(3): 129–38.
MillsC (2008) Reproduction and transformation of inequalities in schooling: The transformative potential of the theoretical constructs of Bourdieu. British Journal of Sociology of Education29(1): 79–89.
34.
MillsCGaleT (2010) Schooling in Disadvantaged Communities: Playing the Game from the Back of the Field. Dordrecht: Springer.
35.
MollLAmantiCNeffDGonzalezN (1992) Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice31(2): 132–41.
RancièreJ (2012) Proletarian Nights: The Workers’ Dream in Nineteenth-century France. London: Verso.
47.
RancièreJPanagiaD (2000) Dissenting words: A conversation with Jacques Rancière. Diacritics30(2): 113–26.
48.
ReayD (2004) ‘It’s all becoming a habitus’: Beyond the habitual use of habitus in educational research. British Journal of Sociology of Education25(4): 431–44.
49.
RoseN (1999) Powers of Freedom: Reframing Political Thought. Cambridge: Cambridge University Press.
50.
RossK (1991) Translator’s introduction. In: Rancière JThe Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation. Stanford, CA: Stanford University Press, vii–xxiii.
51.
SassatelliRSantoroM (2009) An interview with Paul Willis: Commodification, resistance and reproduction. European Journal of Social Thought12(2): 265–89.
52.
SayerA (2005) The Moral Significance of Social Class. Cambridge: Cambridge University Press.
53.
SimonsMMasscheleinJ (eds) (2011) Rancière, Public Education and the Taming of Democracy. Chichester: Wiley-Blackwell.
54.
SmythJ (2010) Speaking back to educational policy: Why social inclusion will not work for disadvantaged Australian schools. Critical Studies in Education51(2): 113–28.
55.
SmythJMcInerneyP (2012) From Silent Witnesses to Active Agents: Student Voice in Re-engaging with Learning. New York: Peter Lang.
56.
SusserI (1996) The construction of poverty and homelessness in US cities. Annual Review of Anthropology25: 411–35.
57.
ThomsonP (2000) ‘Like schools’, educational ‘disadvantage’ and ‘thisness’. Australian Educational Researcher27(3): 157–72.
58.
ThomsonP (2002) Schooling the Rustbelt Kids: Making the Difference in Changing Times. Sydney: Allen & Unwin.
59.
ThomsonP (2005) Bringing Bourdieu to policy sociology: Codification, misrecognition and exchange value in the UK context. Journal of Education Policy20(6): 741–58.
60.
VarenneHMcDermottR (1999) Successful Failure: The School America Builds. Boulder, CO: Westview Press.
61.
Vélez-IbáñezCGreenbergJ (1992) Formation and transformation of funds of knowledge among US-Mexican households. Anthropology and Education Quarterly23(4): 313–35.
62.
WacquantL (2002) Scrutinizing the street: Poverty, morality, and the pitfall of urban ethnography. American Journal of Sociology107(6): 1468–532.
63.
WalkerdineV (1997) Daddy’s Girl: Young Girls and Popular Culture. Cambridge, MA: Harvard University Press.
64.
WexlerP (1996) Holy Sparks. New York: St. Martins Press.
65.
WillisP (1977) Learning to Labor: How Working Class Kids Get Working Class Jobs. Westmead: Gower.
ZipinL (2006) The pedagogical challenge: Facing the aporetic madness of social justice. In: JefferyP (ed.) Proceedings of the 2005 Annual Conference of the Australian Association for Research in Education. Sydney: Australian Association for Research in Education. Available at: http://www.aare.edu.au/05pap/zip05584.pdf (accessed 20 January 2011).
68.
ZipinLSellarSHattamR (2012) Countering and exceeding ‘capital’: A ‘funds of knowledge’ approach to re-imagining community. Discourse: Studies in the Cultural Politics of Education33(2): 179–92.