TY - JOUR
T1 - Reexamining the promise of parent participation in special education
T2 - An analysis of cultural and social capital
AU - Trainor, Audrey A.
PY - 2010/9
Y1 - 2010/9
N2 - Highly regulated parent participation in special education requires both parents and teachers to use cultural and social capital relative to education legislation, disability, and parenting. Examined through a Bourdieuian analytical lens, data from focus groups and individual interviews with families provide examples of the salience of disability in the acquisition and use of cultural and social capital in educational contexts, serving to both reify dominance and support individual agency. [special education, Bourdieu, cultural capital, disability]
AB - Highly regulated parent participation in special education requires both parents and teachers to use cultural and social capital relative to education legislation, disability, and parenting. Examined through a Bourdieuian analytical lens, data from focus groups and individual interviews with families provide examples of the salience of disability in the acquisition and use of cultural and social capital in educational contexts, serving to both reify dominance and support individual agency. [special education, Bourdieu, cultural capital, disability]
UR - http://www.scopus.com/inward/record.url?scp=78649492865&partnerID=8YFLogxK
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U2 - 10.1111/j.1548-1492.2010.01086.x
DO - 10.1111/j.1548-1492.2010.01086.x
M3 - Article
AN - SCOPUS:78649492865
SN - 0161-7761
VL - 41
SP - 245
EP - 263
JO - Anthropology and Education Quarterly
JF - Anthropology and Education Quarterly
IS - 3
ER -