Teachers' (mis)recognition of pupils' cultural capital and their navigation of schools' middle-class normativity.
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| Title: | Teachers' (mis)recognition of pupils' cultural capital and their navigation of schools' middle-class normativity. |
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| Authors: | Hummelstedt, Ida (AUTHOR), Kosunen, Sonja (AUTHOR), Holm, Gunilla (AUTHOR), Mikander, Pia (AUTHOR) |
| Source: | Scandinavian Journal of Educational Research. Mar2026, Vol. 70 Issue 2, p422-435. 14p. |
| Subjects: | Cultural capital, Middle class, Teacher attitudes, Teaching methods, Bourdieu, Pierre, 1930-2002, Social classes, Educators, Primary school teachers |
| Abstract: | This study investigated how Finnish teachers recognise and navigate schools' classed reality. We used thematic analysis with Bourdieu's concepts of economic, social, and cultural capital to analyse the interviews of 17 primary school teachers and four principals in eight schools in socioeconomically different areas. The form of capital that the teachers most easily recognised was the pupils' mobilisable economic capital when it differed from the middle-class norm. Middle-class embodied cultural capital, such as appropriate language, behaviour, and parental engagement were easily misrecognised as individual qualities or a lack of them among pupils and parents in schools in affluent areas. In disadvantaged areas, teachers were more attuned to recognising pupils' lack of mobilisable cultural capital and to finding inclusive solutions. The results show that for a stronger commitment to class-sensitive pedagogy, social class must be a more explicit part of teacher education and in-service training. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This study investigated how Finnish teachers recognise and navigate schools' classed reality. We used thematic analysis with Bourdieu's concepts of economic, social, and cultural capital to analyse the interviews of 17 primary school teachers and four principals in eight schools in socioeconomically different areas. The form of capital that the teachers most easily recognised was the pupils' mobilisable economic capital when it differed from the middle-class norm. Middle-class embodied cultural capital, such as appropriate language, behaviour, and parental engagement were easily misrecognised as individual qualities or a lack of them among pupils and parents in schools in affluent areas. In disadvantaged areas, teachers were more attuned to recognising pupils' lack of mobilisable cultural capital and to finding inclusive solutions. The results show that for a stronger commitment to class-sensitive pedagogy, social class must be a more explicit part of teacher education and in-service training. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00313831 |
| DOI: | 10.1080/00313831.2025.2492052 |
