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This paper presents a theoretical discussion of recent policy efforts to raise the qualification levels of the Australian early childhood workforce. Pierre Bourdieu's theoretical tools enable the early childhood profession to be conceptualised as a dynamic field in which particular forms of symbolic and cultural capital are valued, with consequences for the relative position of educators at different qualification levels. The paper briefly considers the historical and structural forces that have shaped the relative position of differently qualified educators in Australia. It then applies Bourdieu's theories to the policy proposition that these positions can be improved through the acquisition of higher qualifications; a proposition that not all educators have embraced. It concludes by considering implications for practice arising from this theoretical approach; both in raising awareness of the different positions of educators in the professionalisation agenda, and in creating opportunities for diverse forms of capital to be recognised and valued. [ABSTRACT FROM AUTHOR]

The article presents a call for papers, written submissions on a subject specified by the journal. In this issue the call is for research on the subject of the work of the sociologist Pierre Bourdieu and domination within and between organizations. The article notes that the issue dealing with that topic will be edited by Damon Golsorkhi of the Ecole Supérieure de Commerce de Rousen, France, Bernard Leca of the Nottingham University Business School, Nottingham, Great Britain, Michael Lounsbury of the University of Alberta School of Business, Alberta, Canada and Carlos Ramirez, HEC France.

The field of educational leadership, management and administration (ELMA) uses methods drawn primarily from cognate educational disciplines. But does this matter? This paper explores the methods used in recently published papers through a snapshot of six issues of six ELMA journals. The analysis showed a preponderance of survey, interview and case study methods, with one journal, JEAH, also publishing papers using methods drawn from history, philosophy and sociology. The snapshot also revealed the methods that were rarely used – for example, ethnography, visual and on-line methods. Through a Bourdieusian lens, the paper argues that the ELMA field appears to be somewhat removed from methods developments and debates in the wider educational and social science fields. There may thus be mileage in the ELMA field considering the use of additional methods, including the ‘wilder’ ones. The field might also benefit from understanding methods as more than tools and as practices possessed of a social life. [ABSTRACT FROM PUBLISHER]

Bourdieu argued that class-based inequalities influenced educational outcomes and this paper illustrates the relevance of Bourdieu's concepts in understanding one specific community. A wider study by the authors used the concept of habitus to identify factors which impacted on the participants—predominantly white working-class mothers'—perceptions of their engagement with schools. This paper provides two selected case study examples from the wider study which describes the ways these mothers interpret different habitus in relation to education and discusses how habitus can inform understandings of different parental perceptions towards education and how this affects engagement. Schools can use this insight to ensure that parents from such backgrounds feel better able to engage with their children's education. Schools use this insight to inform to ensure that parents from such backgrounds feel able to engage with their children's education, both at home and in school. [ABSTRACT FROM AUTHOR]

Studies of transgender individuals often focus on the transgressive nature of their identities and practices or on experiences of transphobia, rejection and violence. Rather than focusing on transgression or marginalization, this paper offers insight into practical knowledge, presenting a feel for the game that young nonbinary individuals develop out of social necessity, as the social world, with its gender binary social structures, remains resistant to nonbinary identities and practices. Drawing on in-depth interviews with 12 nonbinary participants in Slovenia and Bourdieu's concept of practical knowledge, this paper analyses skilful practical strategies for coping with anticipated and experienced misrecognition. These strategies encompass tactful playing along with the binary rules of the game, pushing the rules into a state of limbo and directly engaging and confronting the rules of the game. Moreover, a differentiated domain of strategies emerges, according to the parameters of safety, anticipation of achieving recognition and affective investment in the relations. Overall, the data show that nonbinary individuals are skilful agents who apply a range of practical strategies to manoeuvre through a gender binary world. The article enables insight into young people as actively engaging with objective conditions that are not of their making. [ABSTRACT FROM AUTHOR]

This paper investigates the relationship between the gendered identities of Iranian women and their domestic space in the first post-revolutionary decade (1980s) at a time when the influence of Islamic tenets on people's lives was considerably higher than in the previous and subsequent decades. Contributing to feminist geography and providing an understanding of a regional reality, the aim of this article is to elaborate on how the redefined identities and bodies of Iranian women, which were considered central to the representation of the Islamic national identity in Iran during the 1980s, influenced the design and usage patterns of houses at that time. The paper adopts Pierre Bourdieu's conceptual framework related to 'social space' and 'physical space', conceptualizing a house (physical space) as a translated form of social space. The article proposes the concept of the 'aesthetics of invisibility' to comprehend the identity of Iranian women and the domestic space in the 1980s. It uncovers the connection between the invisibility of the female body and domestic space through critical readings of contemporary printed and visual media, and also a study of 30 houses built in Tabriz during the 1980s. The paper reveals that for both Iranian women's bodies and domestic space, their invisibility and seclusion from the public world are equated with aesthetics, which is often interwoven with morality in Iranian society. It shows that the redefinition of the identity of women, their appearance, and the codes of conduct and dress came with modifications to the street façades of houses, and the design, organization and use of interior spaces. [ABSTRACT FROM AUTHOR]

In 2019 Ofsted introduced cultural capital (CC) into the Early Years Inspection Handbook and defined it as 'essential knowledge' related to 'educated citizenship'. This paper investigates Ofsted's use of CC to critically examine the potential implications for early years work. Due to the feminised nature of early years work, a critical feminist approach is engaged to explore the potential impact of introducing CC into the regulation of the sector. This paper examines the differences between Ofsted's use of CC, CC's theoretical origins, and analyses sector responses. Our contention is that how Ofsted have employed CC may represent 'symbolic violence' against the working-class women working in the early years, by further devaluing their habitus and sustaining the stratification of society through forms of capital. This paper is the first to interrogate CC in Ofsted's early years documentation, and will have an international impact for any countries following UK education practices. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has hindered the effectiveness of museum management and curatorship, a growing concern for the movement of international heritage conservation. Accordingly, this participatory action research explores the emergence of the Museum of World Languages at Shanghai International Studies University during the COVID-19 pandemic. By drawing insights from Pierre Bourdieu's concepts of symbolic power and social agency in the new museology, this paper explores the educative, social, and political roles of the new language museum and the experiences of student curators with the new language museum. This paper promotes scholarly conversations about the curatorial narration of the language halls, the new coordinator's responsibility, curatorial philosophy, experiential learning, social responsibility, political savvy, and intercultural communication and digital literacy competencies among the student curators. This study enhances the theoretical rigor and provides practical action agendas for diverse stakeholders in higher education administration and museum management beyond the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

This paper begins with a question: can concepts generated in the Chinese context in the sociocultural relations of the periphery contribute to the development of the social sciences in the field of Health and Physical Education (HPE) that have their roots in the metropole? Setting the scene in the Hong Kong Special Administrative Region (HKSAR), a postcolonial city reverted to the rule of the People's Republic of China (PRC) in 1997, this paper aims to develop a critical sociology of HPE by having a dialogue among Continental philosophies (e.g., Bourdieu) and Chinese philosophies around embodiment concepts. Although HKSAR is a complex meeting point of Eastern and Western ideologies, the current HPE field tends to focus on Western and 'scientific' ways of knowing, such as the measurement of health and physical fitness, and often at the expense of sociocultural perspectives, social justice and diversity and inclusion in HPE. In other words, the (post) positivistic research paradigm underpins the HPE field. This paper argues that in order to reap the benefits of a more holistic health education for academics and students in HPE, it is vital to de-imperialise the positivistic ways of teaching and being in HPE. In doing so, this paper creates a space for Bourdieu's habitus to meet Chinese perspectives on embodiment to engage in a dialogue for knowledge production that extends the current knowledge base in HPE. [ABSTRACT FROM AUTHOR]

The article reports on the call for papers which develop a sociology or a history of accounting academia and utilize a theoretical framework borrowed from French intellectuals. Papers which examine when, where and why did accounting researchers become interested in using theoretical frameworks adopted from French scholars are welcome. Papers tackling the influence of Bruno Latour and Pierre Bourdieu on accounting research will be received. Papers are required to be submitted in a Word file format. The deadline of submission is on January 2, 2009.

The paper investigates the symbiotic relationship between international film festivals and contemporary Hindi cinema. The years post 2010 have witnessed an increase in showcasing of Hindi cinema at international film festivals. Unlike earlier Indian cinema that has been celebrated at global platforms, the Hindi cinema under discussion situates itself at a juncture between the commercial and the art. In fact, a number of mainstream filmmakers who attempt unconventional themes, are exploring international film festivals as suitable avenues to reach a larger audience and to forge newer alliances. The primary theoretical framework of this research will draw upon Marijke's proposition that film festivals are 'sites of cultural legitimisation' (77); along with, as an entry point, Pierre Bourdieu's understanding of the festival space as an active site for the generation of economic and cultural capital. In addition, the study also investigates how Hindi filmmakers use this platform to market cinema and reach an international audience. This paper attempts to evaluate the above dynamics through the prism of three representative cinematic texts: Masaan (Dir. Ghaywan), Newton (Dir. Masurkar) and Gully Boy (Dir. Akhtar). [ABSTRACT FROM AUTHOR]

In recent times, practice-based approaches have gained momentum as theoretical tools to understand entrepreneurship. Even if this project is far from finished, in this paper we argue that it needs its own critical assessment by zooming in on one of the major implications which comes with taking the practice turn, namely the question of reflexivity. Drawing on Bourdieu's rich and refined conception of reflexivity, which forms an inherent part of his practice theory, we delineate the importance of incorporating this notion in how we further apply Bourdieu in practice-based entrepreneurship studies, while also opening up for a reflexive outlook of the practice turn in entrepreneurship studies. In particular, we argue that reflexivity is not so much a self-involved scholarly issue but rather a matter of attending to the social and intellectual unconscious embedded in our research and analytical tools, which can bring both epistemic and civic renewal in the ways practice-based approaches are developed in entrepreneurship studies. In the conclusion, we underline that the practice turn, without a reflexive outlook, will rather maintain the status quo of the field of entrepreneurship studies instead of realizing the promise it holds for the study of entrepreneurship. [ABSTRACT FROM AUTHOR]

Recent years have witnessed a heightening of interest in the role of teachers working in EAP (English for Academic Purposes), particularly with regard to defining and debating their professional identity. However, it must be said that most authors have painted a rather dismal picture, when comparing the status and professional standing of English language teachers in Higher Education with that of academics working in other disciplines. Drawing on concepts and models developed by the educational sociologists Basil Bernstein and Pierre Bourdieu, this reflective paper proposes a theoretical framework to account for why these differences in status might be so. The paper concludes that EAP as an academic discipline currently faces some significant threats. However, the paper also argues that if EAP practitioners are to gain the professional recognition they desire, then they themselves must strive to trade more explicitly on the forms of capital valued by the academy. [ABSTRACT FROM AUTHOR]

In this paper, we engage with Chinese diasporas research through recourse to Bourdieu's relational, reflexive sociology. We start with the historical and recent developments of Chinese diasporas research and point out the potential of using Bourdieu to strengthen the theoretical underpinnings of this research. While we see a steady stream of Bourdieu-informed Chinese diasporas studies and acknowledge their contribution and innovation, we observe that some studies use Bourdieu's capital and/or habitus without field. In response, we draw on Bourdieu's relationalism to highlight the significance of 'fielding' Chinese diasporas research. In addition, we turn field analysis onto Chinese diasporas researcher-selves through Bourdieu's reflexive tool of participant objectivation. In this vein, we ponder over the positions and position-takings of Chinese diasporas researchers within and beyond the academic field of Chinese diasporas. To conclude the paper, we make a call to shift the intellectual landscape by developing a research agenda to sociologise Chinese diasporas challenged by complex and difficult issues of power, politics, and participation. Our critical sociological approach may have implications for doing scholarship reflexively and relationally in other research fields. [ABSTRACT FROM AUTHOR]

Highlighting the fluid nature of habitus/capital, this paper critiques a 'rucksack approach' (Erel, 2010) in the Bourdieusian studies of Chinese migrants' cultural reproduction and social inclusion, which takes a determinism and fatalism standpoint and neglects the re-structuring of the migrant habitus and cultural capital over generations. Semi-structured interviews were conducted in Beijing and Shanghai with 62 teachers, rural migrants and local parents and students. This paper conceptualises an urban field of cultural reproduction, which is marked by the reproduction and validation of urban-specific cultural configurations, including knowledge, skill, language, aesthetic/taste, value and lifestyle. In this field, migrant children have experienced re-structuring of habitus and accumulation of new forms of cultural capital. This is illustrated by their manner of speaking, ways of behaving, self-presentation, and their appreciation of extra-curricular hobbies. A well-integrated relationship between migrant and local children can be identified, which contributes to the production of a generation of 'new urban citizens', yet in the meantime reproduces the migrant families' class status as low-skilled labourers. [ABSTRACT FROM AUTHOR]

The authors of this paper engage in academic sparring. Sparring is a process, a training, and a dialogue. This paper brings into dialogue the boxing bodies and autoethnographic experiences of the authors alongside the theoretical work of Pierre Bourdieu and Judith Butler. By applying a feminist reading to Bourdieu's concepts of capital and habitus, the authors explore how the repetitive nature of boxing training can promote change. The paper considers boxing training as a transcendental identity project where individual labour is invested in order to affect change in symbolic capital. The repetitive nature of training leads to a habitus split, or habitus clivé. This split causes the boxer to renegotiate concepts of self as they engage with their own and other socially qualified and gendered bodies. This split exposes the freedoms and limitations of identity work as the boxers develop new habitus with and through their bodies (hexis). The authors argue that a reading of the performance of boxing bodies demonstrates the complex relationship between change, freedom, and restriction. Boxing is a physical culture supported by pervasive, hegemonic narratives which focus on the demonstration and development of respect and discipline. This paper explores the extent to which the repetitive nature of boxing training can be considered transgressive or resistant. [ABSTRACT FROM AUTHOR]

This paper analyses the forms of, and the reasons for developing extracurricular activities by fellow participants in an alternative teacher preparation programme in China. We frame the paper through Bourdieu's sociology. Our interviews with 16 fellows reveal that fellows manoeuvre their capital portfolio to develop both academic and non-academic forms of extracurricular activities. Reasons for developing extracurricular activities include using available resources through capital conversion, expanding students' horizon through contemptuous habitus; and taking into account the local needs. Despite fellows' good intention to compensate local students, we call for reflexivity to transform their contemptuous habitus into one that realises local values. [ABSTRACT FROM AUTHOR]

The rise of transnational and transcity education consumption suggests the increasingly important role of the capability to move in order to access quality schooling. Studies have examined the multidimensional inequalities underlying translocal education consumption. However, the role of mobility itself is not sufficiently understood. Two questions are rarely asked: (1) How is the capability to move acquired and practised to bring about translocal schooling consumption? and (2) How does the disparity in the capability to move restructure the established intergenerational capital transmission mechanism conceptualized by Bourdieu? This paper answers by theorizing a mobility-mediated, education-based intergenerational capital transmission mechanism. This framework is built upon a theoretical engagement among John Urry, Pierre Bourdieu, and Neil Smith. We substantiate this framework by examining a student migration regime in Sichuan, China. Attention is paid to the inclusion/exclusion of hypermobility-based schooling consumption regime. Empirical analysis is performed by the comparison of two social groups: (a) the middle-class households who employ mobility to chase after the footloose prime schooling resources and thus materialize their class reproduction strategy and (b) the immobile remainder who are stuck in a location deprived of quality schooling resources. [ABSTRACT FROM AUTHOR]

Collaborative translation has the potential to complicate our understanding of the translation process with the epistemology of the multi-agent and the multimodal. However, translation theories have been dominated by 'myths of singularity,' and its collaborative dimension has received limited scholarly attention. The present research is an attempt to explore the issue of authority in collaborative translation, with the (pseudo-)collaborative translation conducted in the National Theatre Movement in China in the mid-1920s as a case in point. Pierre Bourdieu's concepts of orthodoxy/heterodoxy, symbolic power, and disinterestedness are used as a theoretical lens to examine the discourse by which the movement's proponents attempted to legitimate the heterodox 'aesthetic paradigm' through resorting to collaborative translation. Countering the concern that collaborative translation multiples the translator's authority or constitutes a source of division, this paper argues that collaborative translation can enhance collective status by projecting 'disinterestedness,' but it may well enact a hierarchical power structure that diminishes individual contribution and even exploits the vulnerable. The case of the National Theatre Movement also brings to our attention the phenomenon of (pseudo-)collaboration, which sheds light on the understanding of the notion of collaborative translation in general. [ABSTRACT FROM AUTHOR]

This article introduces a series of articles on Pierre Bourdieu's sociology of education, published in the November 2005 issue of the periodical "British Journal of Sociology of Education." The paper by Sandra Taylor and Parlo Singh documents struggles over the definition and practice of social justice in education inside the bureaucratic field, a struggle over statist capital. Karl Maton notes that the concept of field has been relatively neglected in the application of Bourdieu's work in education, with more emphasis given to the concepts of habitus and capitals. Some of Bourdieu's late writings about globalization also have relevance to considerations of the policy cycle in education in a context of globalization, an argument sustained by Bob Lingard, Shaun Rawolle and Sandra Taylor in their paper.

This paper provides an introduction to this special issue of the Cambridge Journal of Education on ‘Evoking and provoking Bourdieu in educational research’. In the course of providing a critical synopsis of each paper, we consider how and why the authors work with and after Bourdieu, both evoking and provoking his thinking tools (particularly field, capital and habitus,but also doxa, misrecognition and illusio) and his methodological disposition that rejects ‘epistemological innocence’. We note that Bourdieu himself invited such provocation and that this is especially needed as the social continues to change, given the new spatialities of globalisation and growing social and economic inequalities. That is, we acknowledge that the empirical and the theoretical are always imbricated in each other, a theme pursued throughout the collection. [ABSTRACT FROM PUBLISHER]

This paper looks to bring a fresh perspective to bear on the World Bank's engagement with the concept of social capital. Drawing on the work of Bourdieu, it examines the representations of agency portrayed in the World Bank's Social Capital Initiative (SCI). Its guiding premise is that all such projects carry with them agential ideals and fixed assumptions around human nature that can in turn be used to discern their ideological disposition. Viewed primarily as an operation of power, a critical stance is taken on the Bank's representation of social capital and the way in which it constructs agency in line with an economic worldview. This paper situates the SCI within an historical context before bringing analysis to bear on its foundational literature. Despite purporting to revolve around key "social" themes, it is found that many of the representations provided serve primarily to reinforce a dated liberal-economic abstraction of agency. [ABSTRACT FROM AUTHOR]

Interventions for problematic alcohol use typically focus on clients as individuals even when these clients continue interacting with their social networks. This paper reports a study about young women's help seeking for problematic alcohol use, examining Alcohol and other Drug outreach service staff perceptions of social network interactions among young women receiving support. We argue that critical realism enables analysis into underlying mechanisms influencing young women's recovery. Pierre Bourdieu's concepts within his theory of capital, and Margaret Archer's concept of conscious reflexivity, assisted in analysing social interactions which helped or hindered recovery. A causal mechanism of legitimacy was associated with social networks that hindered young women's recovery. A sociological approach to problematic alcohol use that combines support for individuals along with their social networks is necessary. More effective promotion of alcohol harms could aid conscious reflexivity, that may help change the habitus of excessive alcohol use. [ABSTRACT FROM AUTHOR]

Community-engaged theatre projects are host to a complex dynamic set of tensions, particularly when volunteers from a specific community are partnered with visiting professional/industry artists or 'systems convenors'. These tensions are given nuance in regional Australia, where community-engaged projects frequently utilise metropolitan-based artists to facilitate creation with local partipants, implicitly indicating that 'regional' may be conflated with 'amateur'. The authors seek to interrogate the tensions at the heart of creating genuine rapport through the 'training' of un-trained participants in community-engaged projects. This paper focuses on one such project by the Queensland Music Festival, The Power Within (2017), built in collaboration with the Isaac Shire Council in central Queensland. In particular, the paper draws on the experience of one adolescent in the process: Sam, who credits The Power Within as beneficial in establishing his emerging personal identity. In this, the authors draw upon the work of Orr and Shreeve (2018) to demonstrate the relationship between personal and community identity. Further elucidation is gained through the work of Margaret Archer and Pierre Bourdieu to explore the deeply reflexive nature of face-to-face training in the unique environment of remote Central Queensland. This reveals the nuances at the crucible of atypical, informal and imposed training that can operate within community-engaged theatre projects in regional Queensland. Ultimately, for Sam, the key learnings from the project assisted in the establishment of himself as a professional make-up artist, an outcome entirely unpredicted by the creative leadership team tasked with collaborating with him. The authors posit it is this unpredictability that renders the training within community-engaged arts projects unique and bespoke. [ABSTRACT FROM AUTHOR]

The paper investigates the relatively underexplored field of educated first-generation Bangladeshi immigrant women's labour market experience in Britain. Applying an intersectional lens using Pierre Bourdieu's notion of 'capital', 'habitus' and 'field' [1986. "The Forms of Capital." In Handbook of Theory and Research for the Sociology of Education, edited by John G. Richardson, 241–258. New York: Greenwood] and Nira Yuval-Davis's 'situational intersectionality' [2015. "Situated Intersectionality and Social Inequality." Raisons Politiques 2 (58): 91–100], the paper examines immigrant women's employment barriers and their diverse strategies to deal with the barriers in the UK labour market. Analysing twenty-eight participants' narratives into three categories: (i) Full-time professionals, (ii) Part-time wage earners and (iii) Economically inactive women, the paper highlights how the issue of capital mobilisation affected South Asian immigrant women's employment choices. The participants' situational differences within a complex nexus of unequal capital portability, non-recognition of skills, and their limited familiarity with British cultural capital, family's economy and their lifecycle stages shaped the immediate and long-term choices they could make. The analysis emphasises the necessity to examine contemporary first-generation Bangladeshi as well as South Asian, Muslim women's employment from a capital mobilisation perspective taking into account the situations within which they operate. [ABSTRACT FROM AUTHOR]

This paper intends to develop a sociological thinking of child and youth resilience through recourse to Bourdieu. The paper starts by problematising the misconceptualisation that equates resilience with adaptation. It then marks a clear conceptual boundary between the two notions. This is followed by a review of conceptualisations of resilience across different historical times and theoretical schools, discussing the paradigmatic shifts from the individualistic to the ecological framework. To enable an intellectual and innovative engagement with contemporary developments in resilience research, the paper comes to grips with a sociological reconceptualisation of resilience through Bourdieu's field analysis. The crux here is to grapple with resilience to symbolic violence for emancipation from structural constraints – a thinking largely absent in current resilience work; and to complement the bulk of Bourdieusian research on reproduction by exploring a change-oriented resilience thinking through the work of the famed sociologist. [ABSTRACT FROM AUTHOR]

In recent years, alternative teacher preparation programmes are globally emerging to address teacher quality in 'hard-to-staff' schools. These programmes commonly attract graduates from prestigious universities to teach in disadvantaged schools for two years. One programme of this kind in China is the 'Exceptional Graduates as Rural Teachers' (EGRT). In this paper, we repurpose Bourdieu's sociology to understand the power shift and social change through EGRT fellows' position-(re)takings in subjective and objective crisis during their EGRT service term. Interviews with 16 EGRT participants reveal two themes: (1) In the initial stage of EGRT service, contemptuous habitus navigated EGRT fellows to a position of assumed privilege and misrecognised the arbitrary value of educational capital; (2) Over the EGRT service term, position-retaking gradually came to the fore. EGRT fellows learned to recognise a range of rural teachers' attributes termed as 'localised pedagogical capital'. We conclude the paper with some recommendations for EGRT to transform both EGRT fellows and local teachers into reflexive sociological workers. These recommendations have important implications for a long overdue response to the urban-oriented rural education. [ABSTRACT FROM AUTHOR]

My forthcoming book Bourdieu in the City: Challenging Urban Theory (Cambridge, Polity Press, 2023) is not intended as an eclectic combination of the structuralist and the phenomenological takes on the city rehearsing Pierre Bourdieu's influential critique of the deadly antinomy of objectivism and subjectivism. Nor does it aim just to make room for the author of Distinction in the pantheon of theorists before which students of the city are expected to genuflect. I intend the book, not as an addition, but a challenge to the urban canon and a springboard for a possible reconstruction of urban theory and inquiry around what I christen the Bourdieusian trialectic of symbolic space, social space, andphysical space. In this paper, I provide a compact characterization of the trialectic and then draw out its implications for the theory and comparative study of the city. [ABSTRACT FROM AUTHOR]

This paper examines how pupils' aspirations towards higher education (HE) are shaped and reinforced in Chile. Drawing on Pierre Bourdieu's theoretical framework and building on relevant scholarship focussed on HE decision-making and choices, it introduces two dual-headed conceptual tools which allow a grasp of relevant differences between social classes: firstly, channelling micro-practices and pushing micro-practices; and secondly, horizons of reference and horizons of potentialities. Through analysing forty-six semi-structured qualitative interviews with pupils from thirteen different secondary schools, this study shows that HE aspirations in the dominant class are experienced as the natural pathway towards university; in the intermediate class, the possibility of HE is taken as a demand of society; while for those in dominated positions, aspirations are rather influenced by uncertainties regarding the future. [ABSTRACT FROM AUTHOR]

This paper provides a history of academic development by examining how a South African institution coped with the potent social forces confronting it before the collapse of apartheid. Theoretically, it draws on the framework of Pierre Bourdieu and engages with a paper written a decade ago by Naidoo, who also used Bourdieu to understand institutional change in South Africa in the late 1980s. Through contrasting the habitus of two professors, it is argued that academic development helps to preserve the autonomy of the university field by refracting forces impinging on it from the economic and political realms. [ABSTRACT FROM PUBLISHER]

Children in low-income neighbourhoods experience an intersection of socio-structural factors that delimit their engagement with out-of-school (informal) science education. Using Bourdieu's framework of habitus, this paper explores how informal science educators and children in a given low-income community in western Canada described the attitudes, dispositions, and experiences that influence the informal science education practices of children in the community. Participants in the study included 32 children (aged 9–14) attending 4 different subsidised community clubs (each of which incorporated some science programming), 5 science centre staffers, and 11 community club program leaders. This multi-method study uses habitus as a thinking tool that bridges theoretical and methodological domains. The study employed various data sources in order to develop rich descriptions of participant perspectives; these sources included individual dialogues, focus groups, a statement sorting exercise, and participant responses to pilot data. The paper outlines the synergies and contrasts in the perspectives of children and informal science educators regarding the place of informal science education in the lives of local children. Despite certain consistencies between educator and child accounts, educators underestimated the level of interest children had in out-of-school science education and the range of self-/home-directed science activities in which children were participating. The paper ends by examining the implications of adults' attempts to hide the word science from children during informal science activities and makes suggestions regarding the provision of informal science education in other low-income contexts. [ABSTRACT FROM AUTHOR]

The goal of this paper is to provide a methodological perspective on economic models that accounts for some sociological dimensions of economics, in two senses. Firstly, we are interested in how modeling is an activity that is constrained by the (implicit and explicit) rules underlying the accumulation of academic prestige within economics and at the same time can be a means to change these rules. Secondly, we are interested in how, for a given model, this dynamic can be influenced by the use(s) of that model outside of economics. We first provide a restatement of Brisset's [(2018). Models as speech acts: The telling case of financial models. Journal of Economic Methodology, 25(1), 21–41] original contribution. We then put this clarified methodological perspective to work on a new case study, i.e. on the dual models at the frontier between behavioral and standard economics. [ABSTRACT FROM AUTHOR]

This paper uses the work of Pierre Bourdieu to understand the lives of a set of young White working-class men living in a deprived urban locale in the north of England. All participants were classified as NEET (not in education, employment or training) throughout the research and had spent lengthy periods of time outside education and work before the study commenced. Although none took part in formal employment, many participants engaged in illicit activities, often for material gain, during the course of the fieldwork. The data presented is drawn from ethnographic fieldwork and deals with participants' attitudes to education, work and social life more broadly. Whilst some findings are troubling, the paper challenges dominant discourses about the attitudes, values and aspirations of NEET young people, especially those from White working-class backgrounds. [ABSTRACT FROM AUTHOR]

This paper explores the events surrounding a string of robberies from the homes of young celebrities living in Los Angeles County by a group of teenagers referred to by the media as "The Bling Ring." It argues that the group demonstrates the intersections of desire and materiality under the conditions of a culture driven by idolization of the celebrity, referring to the works of Jean Baudrillard, Pierre Bourdieu, and French collective Tiqqun. It further examines the events as a moment where subjects were able to escape the life-narratives imposed upon them by the State. Rather than adhering to the norms of regular adolescent life, reproduced and enforced through what Michael Shapiro identifies as "national-time," members of the Bling Ring endeavored to create their own lives according to what I refer to as "celebrity-time," revealing processes of becoming in the work of Gilles Deleuze, and plasticity in that of Catherine Malabou. [ABSTRACT FROM AUTHOR]

In this paper, we study several determinants of academic achievement and professional aspirations on a sample of 397 Romanian high schoolers. Our aim is to shed light on the family, individual and school related factors that contribute to the students' academic achievement and professional aspirations. We focus on Romania, an ex-transition, Central Eastern European country, overlooked in the scholarly literature. We carry out the first empirical, causal analysis on the impact of school counselling on academic success and professional aspirations in Romania. We rely on Pierre Bourdieu's cultural capital theory [Bourdieu, 1986. The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education. Greenwood Press; Bourdieu & Passeron, 1977. Reproduction in education, society and culture. Sage] and Albert Bandura's self-efficacy theoretical framework [1989. Social cognitive theory. In R. Vasta (Ed.), Annals of child development (Vol. 6, pp. 1–60). JAI Press., 1995. Self-efficacy in changing societies. Cambridge University Press]. Our results confirm our expectations that academic achievement is positively influenced by family income and the time parents spend with their children during the weekends. Professional aspirations are positively influenced by students' perceived self-efficacy, parental moral support and parental career guidance. We further discuss the implications of our results for Romanian teenagers, their families and Romanian educational policies. [ABSTRACT FROM AUTHOR]

What is a diaspora? Can it be distinguished from a ‘transnational community’? This paper discusses the Lebanese migrants abroad and their relationships with Lebanon by deploying the Bourdieusian concept of ‘field’. It argues that Bourdieu’s concept of field helps to capture the dynamic character of diasporic relations and the power relations that underpin them. It also enables the researcher to better delineate the boundary of a diasporic community and at the same time to treat this boundary as flexible enough to identify the specific terms for entering and exiting the ‘diasporic field’. It also argues that at a time when diasporic relations are cross-national, that specifically revolve around a real or imaginary ‘homeland’, they encompass individual, group and institutional actors that belong with varying degrees to the country of origin and the countries of settlement. Finally, the paper concludes that the ‘diasporic field’ is a useful analytical tool to capture the complexities of increasingly ubiquitous diasporic relations. [ABSTRACT FROM PUBLISHER]

Despite the ‘practice’ turn in the broader management literature, very little work in educational administration has engaged in a theoretical discussion about what constitutes leadership practice. Theoretically informed by the French sociologist Pierre Bourdieu, this paper contributes to the long-established critical tradition in the educational administration literature, to argue that: (i) ‘leadership’ is a label of the managerialist project of the state; (ii) leadership should be thought of as a disruptive practice; and (iii) Bourdieusian theory can enable this thinking, but not as it is frequently mobilised in the educational administration literature. The alternative put forth in this paper is not merely replacing one external narrative (managerialism) with another (Bourdieusian), but rather advancing a theoretical position on what is leadership that paves a way forward for a research programme. [ABSTRACT FROM PUBLISHER]

In many African countries, including Zimbabwe, journalists have been subjected to various policy regulations that have widely been criticised for making the practice of journalism difficult. Part of the reason has been the advent of competitive politics that have left the ruling regimes scrambling to limit freedoms and stop opposition onslaught on their power. One way the Zimbabwean government has limited freedom of expression has been through the introduction of the Interception of Communications Act, a surveillance regulation law that has had a chilling effect on the practice of journalism. This paper utilises Pierre Bourdieu's journalistic field as theoretical lenses, focusing on the concepts of journalistic field to explore how journalists have been affected by the threats posed by this law in their daily newsgathering and production activities. The study is based on qualitative interviews with Zimbabwean journalists and civil society activists with an interest in the media, sampled from the private print media. The article argues that state surveillance has disrupted the journalistic field in the country by damaging the relationship between journalists and their sources, thus compromising one of the basic tenets of journalism. Journalists can no longer follow the widely held newsgathering routines as a result of state surveillance policies. Furthermore, investigative journalism, which was already under pressure from political influence, has been further eroded. We argue that Zimbabwe journalists need to develop reporting practices that expose surveillance and find creative ways to negotiate and resist surveillance. [ABSTRACT FROM AUTHOR]

In this paper, we explore the methodological implications of conducting qualitative interviews when researchers and participants come from different social classes. Singling out class on its own terms, rather than considering it as an auxiliary structural factor, we examine the unique challenges that arise during cross-class interviews. Such challenges, we contend, require researcher reflexivity about how researcher-participant interactions unfold and the ways in which knowledge is generated during the interview process. In our discussion, we draw on Bourdieu's cultural view of social class to argue that cross-class dynamics between the researcher and the participant - along with the normalization of middle-class values often inherent in interview questions - create potential obstacles to establishing rapport and facilitating fertile conversation. We use examples from our own field research in a U.S. fast-food chain to illustrate these barriers. We also provide practical recommendations to researchers regarding how they can minimize class-based biases, reduce class saliency, and gain awareness of their own class positions during cross-class interviews. [ABSTRACT FROM AUTHOR]

Bourdieu's career long endeavour was to devise both theoretical and methodological tools that could apprehend and explain the social world and its mechanisms of cultural (re)production and related forms of domination. Amongst the several key concepts developed by Bourdieu, habitus has gained prominence as both a research lens and a research instrument useful to enter individuals' trajectories and 'histories' of practices. While much attention has been paid to the theoretical significance of habitus, less emphasis has been placed on its methodological implications. This paper explores the application of the concept of habitus as both theory and method across two sub-fields of educational research: graduate employment and digital scholarship practices. The findings of this reflexive testing of habitus suggest that bridging the theory-method comes with its own set of challenges for the researcher; challenges which reveal the importance of taking the work of application seriously in research settings. [ABSTRACT FROM AUTHOR]

The reviews of papers for refereed journals are rarely a source of exhilaration, only occasionally a pleasure and frequently dispiriting. Using peer reviews of research containing Chinese concepts, this paper explores different ways of thinking about knowledge, its evaluation and transfer. Bourdieu's concepts of fields of power, position taking, positioning and honour provide a framework whereby peer reviews are positioned as integral to scholarly argumentation. They are used to test efforts to connect Chinese ideas into the global dynamics of research-based knowledge, and to teach early career researchers about how to engage in academic disputation. [ABSTRACT FROM AUTHOR]

This paper analyses behavioural patterns related to sustainable consumption and ecotourism, using the theoretical framework of Pierre Bourdieu referring to social differentiation expressed through consumption. Our goal is to evaluate how the theoretical approach of Bourdieu can be used to analyse sustainable consumption in the tourism sector. We address this question by determining how different types of capital influence consumer choices. Firstly, we analyse the theoretical assumptions of Pierre Bourdieu's framework relating to sustainable consumer choices using content analysis. Secondly, we conduct semi-structured expert interviews. Thirdly, we examine a case study of ecotourism. The results show that sustainable consumption in tourism is present in all social classes through diversified behaviour, although motivations for it differ considerably, and a minimum amount of a cultural capital is necessary. Based on Bourdieu's framework, we derive four assumptions related to sustainable consumption subsequently confirmed in the interviews and the case study of ecotourism. The findings of this study provide a better understanding of factors influencing sustainable consumption, and will be useful for researchers, policymakers and business practitioners. [ABSTRACT FROM AUTHOR]

The aim of this article is to show that economic experts are not the product of one single social field, with one identity and one role. They are rather the product of a trans-epistemic discursive field. By a combination of discourse analytical tools from post-structuralism and a theory of symbolic power derived from Bourdieu's work, the contribution explores how economists occupy a powerful, hegemonic position in the global political economy. While classical approaches in Political Economy reduce power mainly to money and violence, this paper takes the recent debates on the cultural turn in Political Economy as a starting point to develop the idea of a Discursive Political Economy of Economics. In the first step it is shown how discourse and power interact. In the second step the paper explores the discursive power logic of economic expert discourses at the interface between academia, politics, media and the economy with illustrations from empirical research. The claim of this paper is that the power of economic expert discourses in the media, politics and the political economy is based on an elitism dispositif which emerged in the academic world of economics in the USA as an ‘excellence myth’. [ABSTRACT FROM PUBLISHER]

Lists books on cultural history. "Staged Narrative: Poetics and the Messenger in Greek Tragedy," by James Barrett; "Helsinki: The Innovative City Historical Perspectives," by Marjatta Bell and Marjatta Hietala; "Pascalien Meditations," by Pierre Bourdieu; "Servitude in Modern Times," by M.L. Bush.

This paper explores the use of Lesson Study in primary schools in England as a powerful tool for developing teachers' pedagogical knowledge, and for shaping teaching practices that encourage children's engagement. Through Lesson Study, a critical space for dialogic engagement is generated, wherein children contribute to, and shape, teaching and teacher learning. Teachers' perspectives of using Lesson Study were captured using 26 semi-structured interviews and Bourdieu's notion of capital was used to conceptualise and analyse the impact on children. It is proposed that Lesson Study generates opportunities for teachers to explore relations of power through dialogue between teacher and child. [ABSTRACT FROM AUTHOR]

This article contributes to ongoing discussion of the Bourdieusian concept of cultural capital and current attempts to elaborate this concept and its derivatives. The paper identifies ‘identity capital’, the capacity to create a narrative of social and self-awareness by constructing a flexible sense of self. This concept explains findings from a longitudinal ethnography with nine children and young people over a 13-year period from pre-school to the age of 17. Analysis of the data shows that this particular capacity is developed through certain kinds of privileged discourses and the opportunities provided within socially advantaged schools and families. Two case studies are selected to reveal how identity capital interacts with other identifiable forms of capital that compound and entrench each other. The paper concludes by arguing that deficiencies in identity capital could be addressed within schooling in order to support the creation of this important resource. [ABSTRACT FROM PUBLISHER]

Drawing on data from six social enterprises in the UK, this paper demonstrates that social enterprises negotiate their legitimacy borrowing from the state, the corporation and the service logics. The paper illustrates the existential crises of legitimacy as experienced in the social enterprise sector. The utility of a principled ethical approach is discussed as a way forward. The paper also outlines challenges that social enterprises face when adopting an ethical approach. Theoretical tools of Gramsci and Bourdieu are mobilized in the paper in order to render visible the often implicit and questioned structures of hegemonic power that shape the habitus of legitimacy in social enterprises. [ABSTRACT FROM AUTHOR]

In the pursuit of understanding declining levels of participation from scholastic Health and Physical Education (HPE), ethnographic research has been increasingly utilised as a tool to explore the intersubjective and intrasubjective meaning-making processes that concurrently invite or dissuade participation. Despite the ostensible epistemological benefits of deploying ethnographic research as a vehicle for better understanding contextual HPE (dis)engagement processes and meanings, a critical methodological discussion of the actual implementation and positionality of these methods is largely absent in the extant literature. Reflecting on an ethnographic study conducted with adolescent boys at a Canadian elementary school, this paper provides HPE ethnographers with a series of methodological deliberations, and reflexive points of departure for consideration in the design and implementation of ethnographic research. Specifically, this paper elucidates the process of rapport building with teachers/students, the omnipresent tensions, ethical dilemmas and triumphs that can emerge during ethnography, and the various socio-contextual interview factors that can influence data generation. [ABSTRACT FROM AUTHOR]

This paper uses Bourdieu’s concept of ‘field’ as a tool to examine higher education participation in England in the context of diversified and differentiated provision. Admissions practices for courses in two institutions offering tertiary and higher education demonstrate how the official rules of the game shape the experience of students moving into and through HE on vocational and alternative routes. These examples suggest that rules created for the ‘selective’ part of the HE field can have perverse effects on other parts of the field, creating barriers rather than bridges for students seeking to participate in HE via alternative routes. The paper concludes by considering the strengths and limitations of using Bourdieu’s tools for understanding diversification in HE. Does using Bourdieu lead to the inevitable conclusion that diversity is a form of diversion, directing a proportion of the population through an easily accessible, but ultimately less rewarding path, or can Bourdieu’s tools suggest possibilities for transformation and change? [ABSTRACT FROM PUBLISHER]