---
res:
  bibo_abstract:
  - Nowhere does the need to appreciate a diverse range of different intercultural
    experiences appear more obvious than in the context of intercultural education.
    Yet, in times of neoliberal hegemony over educational politics and policies, less
    socioculturally dominant and often more colloquial funds of intercultural knowledge
    risk to suffer continued institutional marginalization and curricular obliteration.
    To counter such forms of symbolic violence and to create learning environments
    that value a wide range of processes of intercultural capital realization, intercultural
    education needs to overcome ideas of “bad habitus” and “good reflexivity”, for
    they prematurely discredit the value of people’s practical sense, while failing
    to problematize the sociocultural contingency of their reflexive capacities. In
    a critical appropriation of Bourdieu’s conceptualization of human agency, the
    present article highlights the reconcilability of reflexivity and habitus, with
    a particular interest in processes of intercultural capital realization and the
    (unfulfilled) potential of intercultural education.@eng
  bibo_authorlist:
  - foaf_Person:
      foaf_givenName: Andreas
      foaf_name: Pöllmann, Andreas
      foaf_surname: Pöllmann
      foaf_workInfoHomepage: http://www.librecat.org/personId=77437
    orcid: 0000-0002-9090-2547
  bibo_doi: 10.1080/23311886.2016.1149915
  bibo_issue: '1'
  bibo_volume: 2
  dct_date: 2016^xs_gYear
  dct_isPartOf:
  - http://id.crossref.org/issn/2331-1886
  dct_language: eng
  dct_publisher: Informa UK Limited@
  dct_title: 'Habitus, reflexivity, and the realization of intercultural capital:
    The (unfulfilled) potential of intercultural education@'
...