Recognising localised pedagogical capital: a reflexive revisit of an alternative teacher preparation programme in China

References

• Ahmann, C. (2016). …And that’s why I Teach For America”: American education reform and the role of redemptive stories. Text & Talk, 36(2), 111–131. doi:10.1515/text-2016-0006
   Web of Science ®Google Scholar
• Anderson, A. (2013a). Teach for America and symbolic violence: A Bourdieuian analysis of education’s next quick-fix. The Urban Review, 45(5), 684–700. doi:10.1007/s11256-013-0241-x
   Google Scholar
• Anderson, A. (2013b). Teach For America and the dangers of deficit thinking. Critical Education, 4(11), 28–46.
   Google Scholar
• Ashton, P., & Gregoire-Gill, M. (2003). At the heart of teaching: The role of emotion in changing teachers’ beliefs. In J. Raths & A. R. McAninch (Eds.), Teacher beliefs and classroom performance: The impact of teacher education (pp. 99–120). Greenwich, Conn: Information Age Pub.
   Google Scholar
• Blumenreich, M., & Gupta, A. (2015). The globalization of Teach for America: An analysis of the institutional discourses of Teach for America and Teach for India within local contexts. Teaching and Teacher Education, 48, 87–96. doi:10.1016/j.tate.2015.01.017
   Web of Science ®Google Scholar
• Blumenreich, M., & Rogers, B. L. (2016). TFA and the magical thinking of the “best and the brightest. Education Policy Analysis Archives, 24, 1–35. doi:10.14507/epaa.24.1926
   Google Scholar
• Bourdieu, P. (1977). Outline of a theory of practice (R. Nice, Trans.). Cambridge: Cambridge University Press.
   Google Scholar
• Bourdieu, P. (1983). The field of cultural production, or: The economic world reversed. Poetics, 12(4-5), 311–356. doi:10.1016/0304-422X(83)90012-8
   Web of Science ®Google Scholar
• Bourdieu, P. (1984). Distinction: A social critique of the judgment of taste (R. Nice, Trans.). London: Routledge & Kegan Paul Ltd.
   Google Scholar
• Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). New York, NY: Greenwood Press.
   Google Scholar
• Bourdieu, P. (1988). Homo academicus (P. Collier, Trans.). Stanford, CA: Stanford University Press.
   Google Scholar
• Bourdieu, P. (1989). Social space and symbolic power. Sociological Theory, 7(1), 14–25. doi:10.2307/202060
   Web of Science ®Google Scholar
• Bourdieu, P. (1991). Language and symbolic power (G. Raymond & M. Adamson, Trans.). Cambridge: Polity Press.
   Google Scholar
• Bourdieu, P., Wacquant, L. J. D., & Farage, S. (1994). Rethinking the state: Genesis and structure of the bureaucratic field. Sociological Theory, 12(1), 1–18. doi:10.2307/202032
   Google Scholar
• Bourdieu, P. (1999). The weight of the world: Social suffering in contemporary society (P. P. Ferguson, S. Emanuel, J. Johnson, & S. T. Waryn, Trans.). Cambridge: Polity Press.
   Google Scholar
• Bourdieu, P. (2000). Pascalian meditations (R. Nice, Trans.). Cambridge: Polity Press.
   Google Scholar
• Bourdieu, P. (2014). On the state. Lectures at the Collège de France (1989-1992) (D. Fernbach, Trans. P. Champagne, R. Lenoir, F. Poupeau, & M.-C. Riviere Eds.). Cambridge: Polity Press.
   Google Scholar
• Bourdieu, P., & Wacquant, L. J. D. (1992). An invitation to reflexive sociology. Cambridge: Polity Press.
   Google Scholar
• Cabrera, N. L., & Padilla, A. M. (2004). Entering and succeeding in the “culture of college”: The story of two Mexican heritage students. Hispanic Journal of Behavioral Sciences, 26(2), 152–170. doi:10.1177/0739986303262604
   Web of Science ®Google Scholar
• Crawford-Garrett, K. (2017). The problem is bigger than us”: Grappling with educational inequity in TeachFirst New Zealand. Teaching and Teacher Education, 68, 91–98. doi:10.1016/j.tate.2017.08.010
   Web of Science ®Google Scholar
• Crawford-Garrett, K., & Thomas, M. A. M. (2018). Teacher education and the global impact of teach for all. In G. W. Noblit (Ed.), Oxford research encyclopedias: Education (pp. 1–26). Oxford: Oxford University Press.
   Google Scholar
• Crowley, C. B. (2016). Teach For/Future China and the politics of alternative teacher certification programs in China. In L. Lim & M. W. Apple (Eds.), The strong state and curriculum reform: Assessing the politics and possibilities of educational change in Asia (pp. 131–147). Abingdon: Routledge.
   Google Scholar
• Du, L. (2019). Make it back”?: The social positioning of the new generation of rural teachers in China. In G. M. Mu, K. Dooley, & A. Luke (Eds.), Bourdieu and Chinese education: Inequality, competition, and change (pp. 62–80). New York, NY: Routledge.
   Google Scholar
• Ellis, V., Maguire, M., Trippestad, T. A., Liu, Y., Yang, X., & Zeichner, K. (2016). Teaching other people’s children, elsewhere, for a while: The rhetoric of a travelling educational reform. Journal of Education Policy, 31(1), 60–80. doi:10.1080/02680939.2015.1066871
   Web of Science ®Google Scholar
• Jackson, L., & Adarlo, G. (2016). Bridging cultures through unpaid labor: US volunteer teachers’ experiences in China’s Yunnan province. Voluntas: International Journal of Voluntary and Nonprofit Organizations, 27(5), 2330–2352. doi:10.1007/s11266-014-9519-1
   Web of Science ®Google Scholar
• Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. doi:10.3102/00028312032003465
   Web of Science ®Google Scholar
• McConney, A., Price, A., & Woods-McConney, A. (2012). Fast tract teacher education: A review of the research literature on teach for all schemes. Perth: Murdoch University, Centre for Learning, Change, and Development.
   Google Scholar
• Mu, G. M. (2018). Building resilience of floating children and left-behind children in China: Power, politics, participation, and education. London: Routledge.
   Google Scholar
• Mu, G. M., & Hu, Y. (2016). Living with vulnerabilities and opportunities in a migration context: Floating children and left-behind children in China. Rotterdam: Sense.
   Google Scholar
• Mu, G. M., & Jia, N. (2016). Rural dispositions of floating children within the field of Beijing schools: Can disadvantaged rural habitus turn into recognised cultural capital?. British Journal of Sociology of Education, 37(3), 408–426. doi:10.1080/01425692.2014.939264
   Web of Science ®Google Scholar
• Mu, G. M., & Pang, B. (2019). Interpreting the Chinese diaspora: Identity, socialisation, and resilience according to Pierre Bourdieu. London: Routledge.
   Google Scholar
• Nesje, K., Canrinus, E. T., & Strype, J. (2018). Trying on teaching for fit”–Development of professional identity among professionals with multiple career opportunities. Teaching and Teacher Education, 69(1), 131–141. doi:10.1016/j.tate.2017.10.011
   Web of Science ®Google Scholar
• Olmedo, A., Bailey, P. L. J., & Ball, S. J. (2013). To infinity and beyond.: Heterarchical governance, the Teach for All network in Europe and the making of profits and minds. European Educational Research Journal, 12(4), 492–512. doi:10.2304/eerj.2013.12.4.492
   Google Scholar
• Popkewitz, T. S. (1998). Struggling for the soul: The politics of schooling and the construction of the teacher. New York, NY: Teachers College Press.
   Google Scholar
• Rao, J., & Ye, J. (2016). From a virtuous cycle of rural-urban education to urban-oriented rural basic education in China: An explanation of the failure of China’s Rural School Mapping Adjustment policy. Journal of Rural Studies, 47, 601–611.
   Web of Science ®Google Scholar
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
   Google Scholar
• Smart, S., Hutchings, M., Maylor, U., Mendick, H., & Menter, I. (2009). Processes of middle-class reproduction in a graduate employment scheme. Journal of Education and Work, 22(1), 35–53.
   Google Scholar
• Straubhaar, R., & Gottfried, M. (2016). Who joins Teach For America and why? Insights into the “typical” recruit in an urban school district. Education and Urban Society, 48(7), 627–649.
   Web of Science ®Google Scholar
• Tamir, E. (2009). Choosing to teach in urban schools among graduates of elite colleges. Urban Education, 44(5), 522–544.
   Web of Science ®Google Scholar
• Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237–246.
   Web of Science ®Google Scholar
• Thomas, M. A. M., & Mockler, N. (2018). Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach for America Corps Members. Education Policy Analysis Archives, 26(6), 6–22.
   Google Scholar
• Thomas, M. A. M. (2018). Good intentions can only get you so far”: Critical reflections from Teach For America corps members placed in special education. Education and Urban Society, 50(5), 435–460.
   Web of Science ®Google Scholar
• Thomas, M. A. M., & Lefebvre, E. E. (2018). The dangers of relentless pursuit: Teaching, personal health, and the symbolic/real violence of Teach for America. Discourse: Studies in the Cultural Politics of Education, 39(6), 856–867. doi:10.1080/01596306.2017.1311298
   PubMed Web of Science ®Google Scholar
• Thompson, J. B. (1991). Editor’s introduction. In J. B. Thompson (Ed.), Language and symbolic power (pp. 1–31). Cambridge: Polity Press.
   Google Scholar
• Xiao, Z. (2012). The imbalance of the stracture of rural teacher and its optimizing strategy. Curriculum, Teaching Material and Method, 32(4), 104–108.
   Google Scholar
• Yin, Y. M., Dooley, K., & Mu, G. M. (2019a). Educational practice in a field of mediation: Elite university graduates’ participation experience of an alternative program of schoolteacher recruitment for rural China. In G. M. Mu, K. Dooley, & A. Luke (Eds.), Bourdieu and Chinese education: Inequality, competition, and change (pp. 81–96). New York, NY: Routledge.
   Google Scholar
• Yin, Y. M., Dooley, K., & Mu, G. M. (2019b). Why do graduates from prestigious universities choose to teach in disadvantaged schools? Lessons from an alternative teacher preparation program in China. Teaching and Teacher Education, 77, 378–387.
   Web of Science ®Google Scholar