References
- Alerby, E. (2003). ‘During the break we have fun': A study concerning pupils’ experience of school. Educational Research, 45(1), 17–28.
- Apple, M. W. (1995a). Cultural capital and official knowledge. In M. Berube & C. Nelson (Eds.), Higher education under fire (pp. 91–106). New York: Routledge.
- Apple, M. W. (1995b). Education and power. New York: Routledge.
- Aune, A. (2005). Building with colors and shapes: The modernist aesthetic for young children. Art Education, 58(1), 25–32.
- Bernstein, B. (1972). A sociolinguistic approach to socialization: With some reference to reducibility. In J. Gumperz & D. Hymes (Eds.), Directions in sociolinguistics: The ethnography of communication (pp. 465–497). New York: Holt, Rinehart & Winston.
- Bernstein, B. (1977). Social class, language and socialization. In J. Karabel & A. H. Halsey (Eds.), Power and Ideology in Education (pp. 473–485). New York: Oxford University Press.
- Bernstein, B. (1990). Class, codes and control: The structuring of pedagogic discourse (Vol. 4). London: Routledge.
- Bernstein, B. (1996). Pedagogy, symbolic control and identity. London: Taylor and Francis.
- Bourdieu, P. (1974). The school as a conservative force: Scholastic and cultural inequalities. In J. Eggleston (Ed.), Contemporary research in the sociology of education (pp. 33–46). London: Methuen & Co Ltd.
- Bourdieu, P. (1977). Cultural reproduction and social reproduction. In J. Karabel & A. H. Halsey (Eds.), Power and ideology in education (pp. 487–510). New York: Oxford University Press.
- Bourdieu, P. (1990). Photography: A middle-brow art. Cambridge, UK: Polity Press.
- Bourdieu, P. (1997). The forms of capital. In A. H. Halsey, H. Lauder, P. Brown, & A. Stuard-Wells (Eds.), Education: Culture, economy and society (pp. 46–58). New York: Oxford University Press.
- Bourdieu, P., & Passeron, J. C. (1978). Reproduction in education, society and culture. London: Sage Publications.
- Bowles, S., & Gintis, H. (1976). Schooling in capitalist America. New York: Basic Books.
- Colbert, C. B. (1984). Status of the visual arts in early education. Art Education, 37(4), 28–31.
- Collins, R. (1979). The credential society: An historical sociology of education and stratification. New York: Academic Press.
- Corsaro, A.W. (2003). We're friends, right? Inside kids' culture. Washington, DC: JosephHenry Press.
- Crawford, P. L., & Turton, D. (1992). Film as ethnography. Manchester, UK: Manchester University Press.
- Duncum, P. (2002). Clarifying visual culture art education. Art Education, 55(3), 6–11.
- Edwards, G, Gandini, L., & Forman, G. (1993). The hundred languages of children: The Reggio Emilia approach to early childhood education. Norwood, New Jersey: Ablex.
- Efland, A. D. (2004). The entwined nature of the aesthetic: A discourse on visual culture. Studies in Art Education, 45(3), 234–251.
- Erikson, J. (1997). The infant-toddler developmental assessment (IDA): A family-centered transdisciplinary assessment process. In S. J. Meisels & E. Fenichel (Eds.), New visions for the developmental assessment of infants and young children (pp. 207–230). Washington, DC: Zero ro three.
- Freedman, K. (1997). Curriculum inside and outside school: Representations of fine art in popular culture. Journal of Art and Design Education, 16(2), 137–145.
- Gandini, L. (1997). Foundations of the Reggio Emilia approach. In J. Hendrick (Ed.), First steps toward teaching the Reggio way. Upper Saddle River, NJ: Merrill/Prentice Hall.
- Geertz, C. (1979). The man-like homo symbols-introduction to an interview with Cliford Geertz. Mahshavot, 48, 20–29.
- Giroux, H. A. (1983). Theories of reproduction and resistance in the new sociology of education: A critical analysis. Harvard Educational Review, 53(3), 257–293.
- Giroux, H.A. (1998). Interview with Henry Giroux. In C. A. Torres (Ed.), Education, power and personal biography: Introduction to dialogues with critical educators (pp. 23–29). New York: Routledge.
- Goodnow, J. J., & Collins, W. A. (1994). Development according to parents: The nature, sources, and consequences of parents' ideas. UK: Lawrence Erlbaum Associates.
- Grauer, K. (1998). Beliefs of preservice teachers toward art education. Studies in Art Education, 39(4), 350–370.
- Gruber, H. E. (1989). The evolving systems approach to creative wotk. In D. B. Wallace & H. Gruber (Eds.), Creative people at work: Twelve cognitive case studies (pp. 3–24). New York: Oxford University Press.
- Haanstra, F. (2000). Durch studies of the effects of arts education programs on school success. Studies in Art Education, 42(1), 20–35.
- Hafeli, M. (2000). Negotiating “fit” in student art work: Classroom conversations. Studies in Art Education, 41(2), 130–145.
- Hendrick, J. (1998). Total learning: Developmental curriculum for the young child New Jersey: Prentice-Hall, Inc.
- Hockings, P. (Ed.). (1995). Principles of visual anthropology. Berlin: Mounton.
- Hornby, A. S., & Ruse, C. (1978). Oxford student's dictionary for Hebrew speakers. Tel Aviv: Kemerman Publishing Ltd. and Kahn & Co. Ltd.
- Howes, C., & Ritchie, S. (2002). Matter of trust: Connecting teachers and learners in the early childhood classroom. New York: Teachers College Press, Columbia University.
- James, P. (1997). Learning artistic creativity: A case study. Studies in Art Education, 39(1) 74–88.
- Katriel, T. (1991). Communal webs, communication and culture in contemporary Israel. New York: State University of New York Press.
- Livingstone, D. W., & Sawchuk, P. W. (2000). Beyond cultural capital theory: Hidden dimensions of working class learning. The Review of Education/Pedagogy/Cultural Studies, 22(2), 121–146.
- Manifold, M. (1995). Art education in the social studies. (ERIC Document Reproduction Service No. ED. 393787).
- MacLeod, J. (1987). Ain't no makin' it. Leveled aspirations in a low-income neighborhood. Boulder, CO: Westview Press.
- Makin, L., White, M., & Owen, M. (1996). Creation or constraint: Anglo-Australian and Asian-Australian teacher response to children's art making. Studies in Art Education, 17(A), 226–244.
- Milbrandt, M. K. (2002). Addressing contemporary social issues in art education: A survey of public school art educators in Georgia. Studies in Art Education, 43(2), 141–157.
- Moore, A. (2002, June). Cultural capital, symbolic violence and the Arbitrary: Bourdieu's exposure of institutional culturism. Background paper presented at Bourdieu: The Legacy, Institute of Education, University of London. Retrieved September 3, 2003, from http://kl.ioe.ac.uK/schools/efps/Sociology/Boul.pdf
- Olson, J. L. (2003). Lowenfeld lecture: Children at the center of art education. Art Education, 56(4), 33–42.
- Rosario, J., & Collazo, E. (1981). Aesthetic codes in context: An exploration in two preschool classrooms. Journal of Aesthetic Education, 15(1), 71–82.
- Sabar, N. (1998). Researchers' attitude toward teacher-informants: Some ethical implications for research and evaluation. Studies in Educational Evaluation, 24(4), 369–383.
- Shapira, R., & Peleg, R. (Eds.). (1989). Sociology of education: A reader. Tel Aviv: Am Oved.
- Spindler, G. D., & Spindler, L. (1987). Ethnography: An anthropological view. In G. D. Spindler (Ed.), Education and cultural process (2nd ed.) (pp. 151–156). Prospect Heights, IL: Waveland Press.
- Susi, F. D. (2002). Behavior management: Principles and guidelines for art educators. Art Education, 55(1), 40–5.
- Tarr, P. (2001). Aesthetic codes in early childhood classrooms: What art education can learn from Reggio Emilia. Art Education, 54(3), 33–39.
- Taunton, M. (1987). Communication patterns during structured and unstructured art activities in an elementary classroom. Arts and Learning Research, 5(1), 62–74.
- Toren, Z. (2004). Art curriculum, learning material and cultural capital in the Israeli kindergarten. Studies in Art Education, 45(3), 206–220.
- Willis, P. E. (1978). Learning to labour: How working class kids get working class jobs. UK: Saxon House.
- Wolcott, H. F. (1995). The art of fieldwork. Walnut Creek, CA: Alta Mira Press.
- Young, M. F. D. (1975). An approach to the study of curricula as socially organized knowledge. In M. F. D. Young (Ed.), Knowledge and control (pp 19–41). London: Collier-Macmillan.