The cognitive habitus: Its place in a realist account of inequality/difference

British Journal of Sociology of Education

Volumn 26, Issue 5, 2005, Pages 599-612

  Nash, Roy ^a  

^a MASSEY UNIVERSITY   (New Zealand)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 27844524484     PISSN: 01425692     EISSN: None     Source Type: Journal    
DOI: 10.1080/01425690500293546     Document Type: Article

References (39)

1. Ball, S. J. (1990) Introducing Monsieur Foucault, in: S. J. Ball (Ed.) Foucault and education: disciplines and knowledge (London, Routledge), 1-8.
2. Berka, K. (1983) Measurement: its concepts, theories and problems (Dordrecht, Reidel).
3. Bernstein, B. (1996) Pedagogy, symbolic control and identity: theory, research, critique (London, Taylor & Francis).
4. Boudon, R. (1973) Education, opportunity and social inequality (New York, Wiley).
5. Bourdieu, P. (1974) The school as a conservative force: scholastic and cultural inequalities, in: J. Eggleston. (Ed.) Contemporary research in the sociology of education (London, Methuen), 32-46.
6. Bourdieu, P. (2000) Pascalian meditations (Cambridge, Polity Press).
7. Bourdieu, P. & Passeron, J-C. (1990) Reproduction in education, society and culture (2nd edn) (London, Sage).
8. Campione, J. (1996) Assisted assessment: a taxonomy of approaches and an outline of strengths and weaknesses, in: H. Daniels (Ed.) An introduction to Vygotsky (London, Routledge), 219-250.
9. Carracher, T. N., Carracher, D. W. & Schliemann, A. D. (1985) Mathematics in the streets and at school, British Journal of Developmental Psychology, 3, 21-29.
10. Clark, A. (2001) Mindware: an introduction to the philosophy of cognitive science (New York, Oxford University Press).
11. Coleman, J. S. (1966) Equality of educational opportunity (Washington, DC, US Department of Health, Education and Welfare, US Government Printing Office).
12. Daniels, H. (1995) Pedagogic practices, tacit knowledge and discursive discrimination: Bernstein and post-Vygotskian research, British Sociology of Education, 16(4), 517-532.
13. Feinstein, L. (2003) Inequality in the early cognitive development of British children in the 1970 cohort, Economica, 70(277), 73-96.
14. Gillborn, D. & Youdell, D. (2000) Rationing education: policy, reform and equity (Buckingham, Open University Press).
15. Gorard, S. (2000) Quantitative methods in educational research: the role of numbers made easy (London, Continuum).
16. Grigorenko, E. L. (2004) Is it possible to study intelligence without using the concept of intelligence? An example from Soviet/Russian psychology, in: R. J. Sternberg (Ed.) International handbook of intelligence (Cambridge, Cambridge University Press), 170-211.
17. Hamlin, C. L. (2002) Beyond relativism: Raymond Boudon, cognitive rationality and critical realism (London, Routledge).
18. Harré, R. (2002) Cognitive science: a philosophical introduction (London, Sage).
19. Hasan, R. (2001) Society, language, and the mind: the meta-dialogism of Basil Bernstein's theory, in: F. Christie (Ed.) Pedagogy and the shaping of consciousness (London, Cassell), 10-30.
20. Heath, A. (2000) The political arithmetic tradition in the sociology of education, Oxford Review of Education, 26(3&4), 313-331.
21. Howe, M. J. A. (1989) Separate skills or general intelligence: the autonomy of human abilities, British Journal of Educational Psychology, 59(3), 351-360.
22. Jencks, C., Smith, M., Acland, H., et al. (1972) Inequality: a reassessment of the effect of family and schooling in America (Harmondsworth, Penguin).
23. Lane, J. F. (2000) Pierre Bourdieu: a critical introduction (London, Pluto Press).
24. McLennan, D. (2003) Sociocultural approaches to cognition: implications for the sociology of education, in: C. R. Torres & A. Antikainen (Eds) The international handbook on the sociology of education: an international assessment of new research and theory (Lanham, MA, Rowen & Littlefield), 101-123.
25. Moss, G. (2002) Literacy and pedagogy in flux: constructing the object of study from a Bernsteinian perspective, British Journal of Sociology of Education, 23(4), 549-558.
26. Nash, R. (2001) Progress at school and school effectiveness, Journal of Education Policy, 16(2), 89-102.
27. Nash, R. (2003) Social explanation and socialization: on Bourdieu and the structure, disposition, practice scheme, Sociological Review, 51(1), 43-62.
28. Nash, R. (2004a) Can the arbitrary and the necessary be reconciled? Scientific realism and the school curriculum, Journal of Curriculum Studies, 36(5), 605-623.
29. Nash, R. (2004b) Equality of educational opportunity: in defence of a traditional concept, Educational Philosophy and Theory, 36(4), 361-377.
30. Nash, R. (2005) Explanation and quantification in educational research: the arguments of critical and scientific realism, British Educational Research Journal, 31(2), 185-204.
31. Panovsky, E. (1957) Gothic architecture and scholasticism (Cleveland, Meridian Books).
32. Ryle, G. (1960) The concept of mind (Oxford, Oxford University Press).
33. Samuels, R., Stich, S. & Tremoulet, P. D. (1999) Rethinking rationality: from bleak implications to Darwinian models, in: E. Lenore & Z. Pylyshyn (Eds) What is cognitive science? (Malden, MA, Blackwell), 74-120.
34. Savage, M. & Egerton, M. (1997) Social mobility, individual ability and the inheritance of class inequality, Sociology, 31(4), 645-672.
35. Scott, D. (2000) Realism and educational research: new perspectives and possibilities (London, RoutledgeFalmer).
36. Swift, D. F. (Eds) (1977) Social class analysis, in B. R. Cosin, I. R. Dale, G. M. Esland, D. Mackinnon & D. W. Swift, School and society: a sociological reader (2nd edn) (London, Routledge), 231-253.
37. Tomasello, M. (1999) The cultural origins of human cognition (Cambridge, MA, Harvard University Press).
38. Vygotsky, L. (1994) The Vygotsky reader (R. Van Der Veer & J. Valsiner, Eds) (Oxford, Blackwell).
39. Zinchenko, V. P. (2002) From classical to organic psychology: in commemoration of the centennial of Lev Vygotsky's birth, in: D. Robbins & A. Stetsenko (Eds) Voices within Vygotsky's non-classical psychology: past, present, future (New York, Nova Science), 3-26.