Cultural capital in its institutionalized form is competency in culturally valued practices, and therefore in terms of the educational field, institutionalized cultural capital can be seen as competency in school valued practices. Cultural capital in its embodied state, or 'habitus', is seen through "long-lasting dispositions of the mind and body.
It makes sense then that if the individual habitus, influenced by a collective ‘set of dispositions’, of those within the institution (Bourdieu, 1977), is a resistant habitus, then acts of resistance must be co-constructed. in fact, if the habitus, collective or individual “confines possibilities to those possible for the social group the individual belongs to” (Reay 15, p. 357) then the institutional habitus must allow for acts of resistance?
Any comments or directions that anyone can offer?
If the culture in question is a culture in decline, the larger problematic is going to overwhelm, or negate, the possibilities of any potential or actual acts of resistance. Any cultural capital would be/is misplaced in a declining culture, and educational practices are the sustainers and evidence thereof. Educational practice, which is increasingly oriented to the status quo, in a culture in decline, is most likely to increase the tendencies towards decline. The larger issue, it seems to me, indicates the significance of historical consciousness as essential to both a) evaluation of the current state of affairs, and b) where the greatest/most likely areas/practices will lead to effective acts of resistance, or constructive change.
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