Mailor-Callow Embodied Cultural Capital

As James Whitcomb Riley once said: “The most essential factor is persistence—the determination never to allow your energy or enthusiasm to be dampened by the discouragement that must inevitably come.” This theme of perseverance and persistence is exemplified through the works of Malcolm X, Martin Luther King Jr. and Maya Angelou who are defying social norms by revolting against racial injustice and educational inequality. Based on the texts, “Graduation” by Maya Angelou, “A Homemade Education” by Malcolm X and “Letter from Birmingham Jail” by Martin Luther King Jr., it is clear that the writers/ narrators show a great deal of persistence. Malcolm X learns how to read using a dictionary, Martin Luther King manages to deliver a persuasive

The article Whose Culture has Capital? Acritical Race Theory Discussion of Community Cultural Wealth, talks community cultural wealth as the critical race theory. Critical race theory changes the way we look as communities of color, instead of thinking of places full of cultural poverty disadvantages, it focusses on and learns from the range of cultural knowledge, skills, abilities and contacts possessed by socially disregarded groups that often go unrecognized and unacknowledged. There are various forms capital, including aspirational, navigational, social, linguistic, familial and resistant, these forms of capital focuses on what Students of Color bring with them from their homes and communities into the classroom.

11. Forrest warns Jamal about bitterly disappointed teachers, like Robert Crawford, because some people like these teachers only see and believe what they think is right, and since Jamal came from where he did with a background like he has, there will be criticism and disbelief over his work, but Jamal is to stand by what he writes and feel proud over it.

In “Finding Forrester”, there were two main characters named Jamal Wallace and William Forrester. Jamal was an inner city teenager from Bronx, New York who had the gifted talents of being a basketball player and a good writer. While always a C student, Jamal received attention from a New York college prep school for his high standardized test scores. Even though Jamal wanted to partake this request, he was afraid of his 4 friends opinions. Unlike Jamal, his friends did not care about academics and thought of Jamal as being a nerd.

Should community service always fit the crime, or should these sentences be based on the needs of the community? Explain.

Generally, every individual’s learning experience has its own inspiring and meaningful stories; a learning experience that has its own unique distinctions, interpretations, complications, sacrifices, has its endless possibilities, and most importantly, a learning experience that has its own effective action and optimistic option for execution. For example: In “The Joy of Reading and Writing: Superman and Me,” Sherman Alexie highlights his enjoyment of reading and writing. He claims that as a kid, he reminds himself that he is a “smart Indian boy” even though it is not recognized on a reservation or even when non-Indian teachers believe that Indian children are stupid. Similarly, in “Learning to Read and Write,” Frederick Douglass demonstrates that slaves are entitled to have the same rights to learn about reading and writing as any other Americans. He testifies that his masters, including his fellow slaves believe that slavery and education were not compatible. Moreover, in “On Keeping a Notebook,” Joan Didion stereotypes herself by constantly questioning her own writing due to her lack of confidence as a writer. She conveys that eventually, she masters writing through examining her own writing on a piece of a notebook about herself and other people. Likewise, in “Learning to Read,” Malcolm X expresses that books are his “Alma Mater” because he becomes proficient in writing in a course of copying every single word in a dictionary. He clarifies that he develops his skills in

For Jamal this dream is to write. A simple ambition with little direction to begin, encouragement from an unexpected, but beneficial friend, leads to a blossoming of potential in Jamal. This skill is especially prominent when Jamal’s test scores come back. Everyone is surprised at the excellence they show from a student who does just enough to get by, but they open doors Jamal had never considered for himself. A full scholarship to the prestigious private school, Mailor-Callow, being at the top of the list. Having this opportunity presented to him is a shock to Jamal, who simply knew he loved to read and write. Now, having to consider his options, Jamal reflects upon them. Either he can either continue at his present school and maintain his status with the same assumptions involving his race and economic status to be made about him or he can pursue his dreams. But the decision and how he will use the opportunity are left up to the only person that can truly impact his dreams, Jamal himself. In the end, opportunity wins out and Jamal chooses to attend the school and begin his new path. Such a path may not have been possible at all without the help of William Forrester. “Forrester brings out Jamal’s intelligence and Jamal brings Forrester back into life,” says Rob Brown. “They need each other in a way they never imagined, (Movielocity, 2001, p. 2).” Both individuals assist and encourage each other's dreams. Forrester’s method and help is obvious throughout the movie while Jamal’s effect on Forrester is more subtle. The one instance of Jamal directly influencing Forrester is when, on Forrester’s birthday, Jamal attempts to take him to a basketball game. Hundreds of people are in attendance and after years of isolation, the crowd is frightening to Forrester. Jamal redeems the evening by taking him to an empty Yankee Stadium, where some of Forrester’s better memories of the past

Tyre’s The Writing Revolution is mainly centered on a turnaround story for New Dorp High School, a school located in Staten Island that had been underperforming for years. The school had a large population of seemingly extreme low-performing students, which was thought due to the school’s make-up being mostly children from the surrounding area who were from poor and uneducated families. When faced with closure of the school the principal, Deirdre DeAngelis, constructed a plan to find out the school’s problem and ultimately created a revolutionary plan to turn the school around. When investigating into the low-performance at New Dorp, it was discovered that the main weakness many of the students possessed was the inability to write coherent sentences and often had trouble transitioning their thoughts into written word. After knowing this DeAngelis constructed a plan, where she and teachers visited Windward, a private school who had a writing program that could only be described as legendary in its ability to turn students around.

This essay reflects my experience in EOP’s Summer Bridge Program and its capitals, making EOP a place of Community Cultural Wealth. Tara J. Yosso discusses capitals in a Community Cultural Wealth (CCW). According to Yosso, Community Cultural Wealth is “an array of knowledges, skills, abilities and contacts possessed and used by Communities of Color to survive and resist racism and other forms of oppression.”(p.157). There are many types of capitals contributing to Community Cultural Wealth; specifically, Aspirational Capital, Familia Capital, Social Capital, Navigational Capital, Resistance Capital, and Linguistic Capital. These capitals give less advantaged people advantages to succeed and survive.

Learning takes time and patients. Yet having the drive to muscle through subjects seen as confusing, aids the individual to learn more. It teaches them to find a way to understand and absorb the content. Using sheer will and drive is important. In the film Finding Forrester, the protagonist Jamal (Rob Brown) proves his fascination with writing from the inspiration and guide of Forrester (Sean Connery); the supporting character. Both are gifted intellectually. Both have quarrels about others who see them as intelligent writers. And both are gifted writers who and aid each other’s weaknesses through interpersonal communication. The relationship between both Forrester and Jamal creates a potent recipe for excellent written work because of different types of communication; nonverbal communication, collaboration and the interpersonal need of safety all play significant roles throughout the relationship.

Da Capital System begins when a rider decides where they want to go. The rider will open Da Capital app and input which Metro station they are starting from and their destination. The app will also act as a Metro fare card, eliminating the faulty machines at each station. Payment can be set up on a monthly billing basis, or direct payment via credit card. Employees receiving Metro benefits will also have the option to set their “home” and “work” stations. Every time the employee travels between their home and work stations during weekdays and specific hours determined by their company the bill for their trips will automatically be sent to their company’s accounting department. For example, if Joe Smith lives in Dupont Circle but works

Part two of “Capital in the Twenty-First Century” by Thomas Piketty, discusses how the capital to income relation varies from country to country, and how it has evolved over time. On page 118, [Piketty] states, “… Broadly speaking, it was the wars of the twentieth century that wiped away the past to create the illusion that capitalism had been structurally transformed.” From World War I in 1914 to the Persian Gulf War in 1990, twentieth-century wars’ affected wealth around the world. The wars shattered vast amounts of private wealth and allowed equal opportunity wealth for the average worker.

Bourdieu’s theory of cultural capital has been extremely influential, and has garnered a great deal of literature, both theoretical and empirical. Like Marx, Bourdieu posited that capital was the foundation of social life and dictated people’s position within the social hierarchy (Bourdieu 1986). According to Bourdieu, the more capital one possesses, the more prestigious a position one occupies in social life (Bourdieu 1986). In addition to that, Bourdieu extended Marx’s idea of capital beyond the economic and into cultural symbolism (Bourdieu 1986). Bourdieu’s concept of cultural capital that refers to the collection of symbolic elements (e.g. skills, tastes, clothing) one acquires through being part of a particular social niche and his concept of habitus that refers to the physical manifestation of cultural capital owned by individuals due to life experiences are his major influential concepts that are very useful in deconstructing power in development and social change processes. However it must be recognized that these concepts also propagate social inequalities at the same time. This essay will closely examine his concepts of capital that comes in three forms - embodied, objectified, and institutionalised, and habitus in the fields of education and stratification have made of it. Bourdieu’s work will be analysed in the context both of the debate on class inequalities in educational attainment and of class reproduction in advanced capitalist societies.

EconomicThis document has been made available on www.actuaries.org.uk with the permission of the Society of Actuaries, Schaumburg, Illinois. Copyright 2008.

Beginning in the mid-1950s and for the following twenty years or so, a debate concerning the neoclassical treatment of capital turned apparent in the discipline. This gave rise to a series of exchanges between scholars associated with Cambridge, England, and Cambridge, Massachusetts, (US). This debate is broadly known in the literature as the ‘Cambridge capital theory controversies’.