Abstract
In this chapter, we explore schooling in the postcolonial context as a particular type of cultural artifact. Eschewing dominant qualitative research tendencies that privilege the word and the text over the visual and the physical, we argue that deeper complexities and nuances come to the fore when we focus on the visual fields, noting that the visual field is always a production enmeshed within a social context.
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Notes
- 1.
By, habitus we are referring to the sum total of dispositions, values, and meaning of style that are anchored in the deportment, body hexis and everyday practices that define individuals and their relationship to stratified social power and material resources. According to Pierre Bourdieu, habitus is composed of: [s]ystems of durable, transposable dispositions, structured structures predisposed to function as structuring structures, that is, as principles which generate and organize practices and representations that can be objectively adapted to their outcomes without presupposing a conscious aiming at ends or an express mastery of the operations necessary in order to attain them (Bourdieu 1993, p. 5).
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McCarthy, C. et al. (2015). The Visual Field of Barbadian Elite Schooling: Towards Postcolonial Social Aesthetics. In: Fahey, J., Prosser, H., Shaw, M. (eds) In the Realm of the Senses. Cultural Studies and Transdisciplinarity in Education. Springer, Singapore. https://doi.org/10.1007/978-981-287-350-7_10
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