Cultural Resources and the Gap between Educational Theory and Practice

One source of potential failure in fostering reforms in education is educators’ captivity between an educational manifesto—a conscious ideology or theory, which aims to guide educational practice—and dominant cultural resources that may prevent the actualization of the manifesto. The aim of this paper is to raise educators’ awareness of this issue and to illustrate, through the qualitative analysis of an educational activity, the dynamics in which an educational manifesto is imprisoned by cultural resources.