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Bourdieu’s capitals and the socio-cultural perspective of literacy frameworks: a ready-made vessel for decolonising the curriculum

Bourdieu’s capitals and the socio-cultural perspective of literacy frameworks: a ready-made vessel for decolonising the curriculum

Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 (2021) Bourdieu’s capitals and the socio-cultural perspective of literacy frameworks: a ready-made vessel for decolonising the curriculum. Academia Letters:173. (doi:https://doi.org/10.20935/AL173)

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Abstract

Researchers and practitioners in institutions across the world have seriously engaged with the issue of 'de-colonising the curriculum'. While there is a consensus on the need to accomplish the decolonisation of the curriculum, there is little consensus about the process for achieving this goal. There is a consensus, however on the recognition of multiplicity of voices as a crucial element of decolonisation. In this article, we draw on existing frameworks offered by Bourdieu on multiple capitals and the role of the dominant capital and the proponents of multi-literacies such as Street and Grenfell to suggest that frameworks for decolonisation already exists and that we only need to explore and draw on them to fulfil the aspiration to decolonise the curriculum. We argue that decolonisation essentially calls for democratisation and the acknowledgement of the rights of stakeholders in the teaching and learning endeavour.

Item Type: Article
Uncontrolled Keywords: curriculum, decolonisation, capitals, multiliteracies
Subjects: L Education > L Education (General)
Faculty / Department / Research Group: Faculty of Education, Health & Human Sciences
Faculty of Education, Health & Human Sciences > Department of Education & Community Studies
Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development
Last Modified: 15 Apr 2021 09:39
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
Selected for REF2021: None
URI: http://gala.gre.ac.uk/id/eprint/31159

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