ABSTRACT

This is a critical exploration of how and to what extent the embodied cultural capital of non-white students is positioned within the meso-level space of cultural ethos and pedagogy of two majority non-white schools in Leicester. It does this in relation to wider metanarratives of colonial and monocultural ideology and racialised society. Drawing on the postcolonial literature, Bourdieu’s critical sociology and Lefebvre’s concept of ‘spatial codes’, this study searches for evidence of institutional, symbolic, and objectified non-white cultural capital within the research sites. It concludes by noting how non-white students must continually attempt to prove the worth of their embodied cultural capital by inserting it into the cultural ethos and pedagogy of each institution in the absence of structures that allow for the democratic production of culture, even in majority non-white institutions such as these.

摘要

这是对非白人学生所体现的文化资本如何以及在多大程度上定位于莱斯特两所多数非白人学校的文化精神和教学法的中级空间的批判性探索。它与更广泛的殖民和单一文化意识形态和种族化社会的元叙事有关。本研究利用后殖民文献、布迪厄的批判社会学和列斐伏尔的“空间代码”概念，在研究地点寻找制度性、象征性和客观化的非白人文化资本的证据。