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This paper addresses the gap in the literature concerning factors inhibiting the provision of continuing professional development (CPD) for relationships and sex education in English schools. Using Bourdieu’s theoretical framework, it examines resistance to relationships and sex education CPD at a personal and institutional level in a south coast English school. Findings suggest that commonly used CPD approaches based on a deficit model and pedagogies of exposure are ineffective in bringing about change in strongly cisheteronormative secondary school settings. Using data from focus groups, a case study is used to explore this phenomenon and alternatives to conventional CPD approaches. Findings reveal that resistance to relationships and sex education CPD manifests in personal resistance (teacher’s habitus conflicting with CPD) and professional resistance (misalignment of training’s capital value with teacher’s accrued capital). Both forms of resistance negatively impact CPD effectiveness. A Culture of Conversation approach is proposed to create reflexive spaces that disrupt cisheteronormative institutional doxa and challenge individual resistance. While limited to a single field site, the research points to potential in developing a culture of conversation as appropriate, ethical and more effective relationships and sex education CPD strategy. [ABSTRACT FROM AUTHOR]

This paper explores how children experience parental influence on their leisure time, or the time that they spend outside of schooling, including both organised leisure and casual leisure activities. Twenty-one focus groups were conducted with children (n = 147) aged 10–12, derived from seven primary schools in Ireland. Children discussed their hobbies, free time pursuits, sporting activities and digital media use, and elaborated on their parents’ interventions in this regard. Utilising a childhood studies approach within a Bourdieusian framework, findings indicate the salience of Irish culture and in particular gender as differentiating factors in terms of parental influence on children’s leisure choices. The frequency and type of leisure activity, the cultivation of Gaelic games and the gendered roles of mothers and fathers were key features of parental influence on organised leisure practices. Casual leisure such as outdoor play and hanging around involved less parental influence, apart from digital leisure which was heavily mediated by parents, and in particular mothers. Through a focus on social reproduction, this research demonstrates the social significance of childhood leisure practices for children themselves, their parents and in turn, wider society. [ABSTRACT FROM AUTHOR]

This article explores spectator racism across three high-profile professional men's football codes in Australia (Australian Football League, National Rugby League and the A-League). To pursue this goal, the study conducted an online survey from April 2021 to June 2021, securing 2047 responses. Our focus in this article centres on those participants who self-identified as White to gather their insights on racism as they witnessed and understood it being expressed in the context of attending a professional men's football code match in Australia. Applying Pierre Bourdieu's concept of habitus to theorise why some White spectators overtly express racist language and behaviour, our findings indicated the resilience of Whiteness as a source of power and domination, with many White participants reporting they had witnessed racial bigotry in recent years. Concurrently, many demonstrated anti-racist sensibilities, expressing frustration that change has been limited, if at all. Some participants suggested racism is an individual failing rather than being subject to institutions and community norms. From that perspective, racism is viewed as a personal choice rather than a failure of society. [ABSTRACT FROM AUTHOR]

Despite Australian and New Zealand Universities pledging to address gender inequities, the patriarchal history of universities continues to impact the careers of women in academia. Under-representation of women in senior leadership and a culture of masculinity can lead to a lack of resources for feminist leadership and a devaluing of women's work. We investigate how women in academic leadership are playing the game differently, making strategic moves to navigate leadership in the neoliberal neopatriarchal academy. We explored the experiences of 22 women in academic leadership through online qualitative surveys and reflexive thematic analysis of the data, taking inspiration from Bourdieu's work on habitus and doxa. Although women leaders were able to successfully make strategic moves to advance their careers, these were shaped by parenting status, race, culture, and age. The women's leadership approaches were counter to the masculine doxa of the academic field, leading instead relationally. We do not suggest that there is a specific 'female' style of academic leadership, but that successful authentic leadership can be founded on a feminist ethics of care in contrast to neopatriarchy. Adoption of such approaches across the academy might unshackle academics across genders from their positioning in academic leadership hierarchies. [ABSTRACT FROM AUTHOR]

How do foreign policies and transnational projects become resistant to critique? This article seeks to better understand the legitimation of policies by studying the work involved in justifying public funding of migration and development initiatives. Government expenditures on migration and development have been increasing in recent years, despite widely shared concerns regarding the merits of such initiatives. In this article, we focus our attention on the European Union Emergency Trust Fund for Africa (EUTF). The EUTF has been assessed by EU agencies as a successful intervention, while never hiding its inability to achieve demonstrable progress toward its goals of addressing the "root causes" of the 2015–2016 migration "crisis" in the Mediterranean. We argue that this fund was legitimized as a valuable policy intervention through the efforts of European officials and Monitoring and Evaluation experts to, borrowing from Bourdieu, "convert capital": translate one form of power resource into another form. Based on document analysis and 25 key informant interviews, we trace how EUTF officials successfully converted capital by, first, mobilizing political resources to generate economic capital for migration-related projects in Africa; and second, transforming some of this economic capital into more lasting symbolic capital which justifies long-term migration and development initiatives. In short, money becomes legitimacy. We argue that this "conversion work" helps us to better understand the continued growth and upholding of migration and development financing which consists not only of raw funds but also involves continuous efforts to legitimize these expenditures as inherently valuable policy interventions. [ABSTRACT FROM AUTHOR]

It is widely argued that the arts have a range of cultural, economic, and educational benefits. However, under state austerity arts curricula are devalued in favour of industry skills. To address this gap in arts education, a new type of student focussed informal arts engagement program has emerged. This article draws on a qualitative study of disadvantaged Australian secondary students' experience of an arts engagement program and explores their experiences through Bourdieusian concepts. We observe how students' homologous position allowed an immediate appreciation of the arts and note how their habitus frame the arts as 'work' and as a technical accomplishment. An illusio in the arts as career emerged from these understandings. We suggest informal arts programs act as a collective gift within a weak cycle of reciprocity, but without expanded in-school opportunities fall short in offering students new ways of understanding the place and value of the arts. [ABSTRACT FROM AUTHOR]

As conventional class categories hide too much pertinent information, there is a growing body of work on lifestyles and consumption patterns of more detailed occupational groups that seeks to distinguish the underlying social structures. While research in Bourdieusian class analysis focuses on class practices, limited attention is paid to agents' strategic interests. Using French household expenditure data, this article explores the structures of consumption, instrumental for professional advancement, within the 'service class'. The article provides conclusive evidence of maintained distinctions between the identities of business, technical and educational professionals through the expenditure-based structures of consumption. The study illustrates the capacity of Bourdieu's capital composition principle to reveal the social structures. The article argues that the instrumental, capital-signalling role of strategic investments in the markers of distinction resonates with the principles of Bourdieu's logic, delineating not only the symbolic but also the social space, with implications for understanding inequality. [ABSTRACT FROM AUTHOR]

Research indicates an uneasy fit between curriculum frameworks and practice. In this paper, we explore the more subtle practices of context, providing insights into why teachers plan the way they do. Specifically, we examine the Australian early childhood education and care curriculum framework and local practices by analysing teacher planning templates and interviews. Using Bourdieusian tools of field and habitus, we investigate how early childhood teachers plan their programs by selectively adapting curriculum frameworks. Our case study approach uncovers a range of influences on teacher planning and how local practices reflect broader national agendas for young children. [ABSTRACT FROM AUTHOR]

This paper examines the Scandinavian states' staffing of middle and senior‐ranking positions within the United Nations (UN)‐system, in comparison to other members of the Organization of Economic Cooperation and Development (OECD). It is true that the Scandinavian states are overrepresented per the size of their population in both staffing categories; however, when it comes to a comparison of financial contributions to the UN regular budget, the three states are underrepresented compared to the rest of the OECD in staffing funded by that mechanism. Yet, the strong reputation of the Scandinavian states and their practitioners has still enabled them to disproportionately staff senior UN positions. To explain this, this paper utilises Pierre Bourdieu's concepts of capital, field, and habitus to explain how the three states' reputation within the UN‐system gives them an advantage in staffing senior positions. [ABSTRACT FROM AUTHOR]

A central question within social theorization relates to the rescaling of ‘power’ in a globalized world. This paper advances sociological debates on power by cross-pollinating Beck’s power game theory with Bourdieu’s field. Hence, it conceptualizes what we call a ‘power game field’. This captures the power competition that cuts across local, national and global fields and involves, likewise, local, national and transnational actors whose capital and social relations shape the field’s outcomes. Using a global sport mega-event as our empirical setting, we explore the struggles and compliances in the power game field. Specifically, in the context of how the standards imposed on Brazil by football’s governing body (FIFA) – framed nationally as ‘Padrão FIFA’ – were contested within a localized media setting (2007–2014). This is done through a frame analysis of readers’ letters and media articles, which reveals the importance of Beck’s ‘both-and’ logic and the notion of ‘communal capital’. [ABSTRACT FROM AUTHOR]

The article interrogates the 'mobility imperative' and its impact on precarious academics. Drawing on 40 biographic interviews with academics with experience of long-term precarity in Irish higher education, and using a Bourdieusian framework, we identify the specific conditions, uses and impacts of international mobility for these workers. This method offers a unique retrospective advantage for an analysis of the utility of international capital for a cohort of workers typically excluded from studies of international mobility. Among the specific obstacles we identify which are faced by precarious academics in the accumulation and conversion of international capital are the lack of or compromised initial social capital; the dubious value of international capital in Irish academia, especially when associated with precarity; and the difficulty for workers to construct acceptable career scripts when both precarity and mobility have led them off-script. We suggest that the ability to accumulate and convert usable forms of international capital while working abroad is in part predetermined by prior struggles in the national field. [ABSTRACT FROM AUTHOR]

This article critically discusses participation by people with disabilities in the arts, drawing on Pierre Bourdieu's concept of cultural capital. It is informed by a qualitative study with representatives of organisations working on arts and disability in 22 European countries. The article highlights that experiences of inequality at various levels, including within education systems, and medicalised understandings of what disability is, continue to hamper arts participation and development of cultural capital by people with disabilities. A Bourdieusian analysis unveils how organisations working on arts and disability consciously engage in 'high' arts practices as an expression of distinction and in a way that is designed to reframe what is culturally valued within their fields. It also demonstrates the continued relevance of Bourdieu's theorising of cultural capital and of arts practices as distinction for potentially marginalised groups. Furthermore, participants often linked arts participation involving high artistic standards to potential change in how societies understand and relate to disability, connecting cultural practices and political struggles. [ABSTRACT FROM AUTHOR]

International pre-service teachers (PSTs) can struggle to engage with Professional Experience (PE) communities in an Australian Early Childhood Education context. This qualitative case study examines three first-year Chinese international PSTs' PE in different early childhood settings in Australia. Framed by Bourdieu's analytical concepts, this paper explores Chinese PSTs' culturally shaped understanding of PE and mentoring expectations, showing how this dimension of their habitus is differentiated and differentiating. We argue that with a supportive learning community, the rich cultural and linguistic repertoire of international PSTs can add to capital and funds of knowledge of Australian Early Childhood Education. [ABSTRACT FROM AUTHOR]

The question of how the digital economy responds to ecological issues has gained salience in recent years. So far, though, social scientists have primarily taken interest in the ecological positionings of tech entrepreneurs. Little attention has been paid to the middle-class fraction of 'tech workers' who are responsible for programming, designing, and managing the digital technologies that reconfigure socio-material relations. Based on 52 interviews with data scientists and user experience designers, the article analyzes the ecological habitus of this new professional segment. Four central ecological schemas are identified: (1) managing limited resources, (2) critical techno-optimism, (3) academic concern, and (4) lifestyle struggles. Simultaneously, the article discusses how these four schemas relate to the different forms of capital held by tech workers. This mapping of the ecological habitus of tech workers shows how social relationships with nature are underpinned by class positions. The article thus pursues dual aims, contributing to research on green capitalism as well as to debates on how the middle class relates to climate change. [ABSTRACT FROM AUTHOR]

This paper explores the intertwined nature of digital and environmental dimensions within Bourdieu's concept of habitus to address contemporary global challenges. Controversial evidence exists regarding the environmental impact of digitalization, reflecting contrasting theoretical approaches at societal and individual levels. The paper examines how digital practices' environmental impact depends on usage types, with implications for lifestyles and values. It revises the concept of habitus to encapsulate the complex interaction between digital and environmental fields, facilitating users' awareness and behavioral responses. [ABSTRACT FROM AUTHOR]

Municipal bureaucrats in the United States—mostly on the social side of the state (e.g. public health, welfare, educators, housing, and sometimes urban planners) but not exclusively so (e.g. district attorney offices)—have shown growing willingness to engage in political battles within the bureaucracy, connect with social movements, and construct oppositional identities centred on social and racial justice. Critical urban theories of the state highlight important constraints that shape state strategies, functions, and policies but tell us little about the contradictions propelling some bureaucrats into political contests over power and legitimacy. Consequently, we turn to theorists who conceive of the bureaucratic state as a contradictory and relatively autonomous field where conflicts between dominated and dominant bureaucrats overlap and converge with conflicts between dominated and dominant class forces (Bourdieu, Gramsci, Hall, and Poulantzas). Their observations are used to formulate the three propositions that underpin our theoretical framework. These propositions draw attention to the structural, relational, and conjunctural processes involved in forming individual bureaucrats into an insurgent political subject. [ABSTRACT FROM AUTHOR]

Related Articles This article examines the narrative framework in European Union (EU) research and innovation projects, focusing on symbolic practices and terminology. The analysis includes over five years of ethnographic research, and 20 European projects funded by Horizon 2020, Horizon Europe, and Erasmus+ programs. It explores different ways project actors internalize and reproduce the EU's symbolic power through its policies, particularly the ambiguous concept of “innovation.” Using Bourdieu's theory of practice, the research highlights the way social structures within the “project field” influence dynamics and outcomes, often resulting in a gap between rhetoric and reality. The study also uncovers broader political and social implications of these practices, calling for critical reflection of their impact. In its conclusion, the authors discuss the challenges of maintaining genuine innovation amidst bureaucratic requirements and the EU's symbolic power, advocating for more nuanced and context‐aware project practices.Kanol, Direnç. 2022. “Narrative Strategies for Emerging Disruptive Technologies: A Case Study of Blockchain for Europe.” Politics & Policy 50(5): 952–66. https://doi.org/10.1111/polp.12492.Nowlin, Matthew C., Maren Trochmann, and Thomas M. Rabovsky. 2022. “Advocacy Coalitions and Political Control.” Politics & Policy 50(2): 201–24. https://doi.org/10.1111/polp.12458.Von Malmborg, Fredrik. 2023. “Combining the Advocacy Coalition Framework and Argumentative Discourse Analysis: The Case of the ‘Energy Efficiency First’ Principle in EU Energy and Climate Policy.” Politics & Policy 51(2):222–41. https://doi.org/10.1111/polp.12525. [ABSTRACT FROM AUTHOR]

In 2015, the UN Security Council unanimously passed Resolution 2250 on Youth, Peace, and Security (YPS), formalizing an agenda for positive youth participation in peace and security. However, youth peace activists have been leading peacebuilding long before this institutional recognition. This article explores the dynamics of how advocates and institutional actors conceptualize and negotiate compromise. To do this, it draws on in-depth interviews with youth and adult YPS advocates, a critical analysis of documents related to the agenda, and extended participant observation. It explores and develops a notion of a field of youth-oriented peacebuilding, drawing on Bourdieu. This makes visible a more complex field of struggle, showing how compromise can help explain how youth actively negotiate their participation in formalized agendas and persist in their own peacebuilding ambitions. It argues for a more nuanced understanding of compromise to understand the affordances and limitations of youth agency and institutional agendas. [ABSTRACT FROM AUTHOR]

Private supplementary tutoring, widely described as shadow education in the academic literature, takes place outside regular school hours. It is widespread across the globe, but with diverse structures. Drawing on insights from Myanmar, this article examines how different forms of capital shape tutoring demand and supply. Employing a mixed-methods design, the study was conducted in Mandalay Region and Chin State. Survey data were collected from 1,366 students and 97 teachers, and interviews were conducted with 110 Grade 11 students, 34 high school teachers, 30 parents, 29 tutoring providers, and two private school owners. The article highlights economic, cultural and social capital, noting distinctive features in Myanmar but also commonalities with other societies. The article contributes to conceptual understanding of the forces that shape private tutoring in different settings. [ABSTRACT FROM AUTHOR]

Global education policy discourse is based on an unshakable belief that more and improved skills will promote economic prosperity, global competitiveness and social inclusion. In England, the Further Education and Skills sector (FES) has emerged as the vehicle to deliver these skills. However, the portrayal of FES as focusing primarily on vocational education for people often adjudged to be 'not academic' positions the sector at the bottom of the educational hierarchy, with negative ramifications for those who teach and study in it. This paper applies a case study approach to explore the lived experiences of five trainee FES teachers completing their initial teacher education (ITE). Drawing on contemporary interpretations of Bourdieu's theory of habitus, I develop Morrin's notion of hauntings to explain the psycho-social, historical and spatial influences on the trainees' responses as they re-enter the field of education as teachers. [ABSTRACT FROM AUTHOR]

This paper draws on Bourdieusian social theory to reconceptualise graduate resilience in post-industrial societies to provide a fresh perspective on a concept that has gained increasing prominence in recent years. Through a review of sociological critiques of resilience, this paper argues that graduate resilience is a complex social phenomenon shaped by a range of factors, including material and social resources. In response, we propose an integrated multi-level framework that identifies different stages of graduate resilience, in the context of early transitions into the labour market, and how these stages are shaped at the micro, meso, and macro levels. This framework places resilience in the context of neo-liberalism and highlights structural barriers that hinder the building and signalling of graduate resilience. We argue that the framework enables current representations and understandings of graduate resilience within research, policy, and practice to be problematised and provides a critical starting point for advancing understanding. [ABSTRACT FROM AUTHOR]

Family businesses can be considered unique organizations due to the manifestation of two distinct logics in their environment: on the one hand, the family logic, which values the common good of the members, and on the other, the business logic, which aims at rationalization and obtaining profits. Research on this topic indicates that individuals in these organizations are subject to having their subjectivity hijacked, caused by the experience between the field of work and family, which leads, in a way, to the inability to separate attitudes from the two fields, with no clear division by the individual. The theory of action allowed us to understand organizations as a social field, taking into account the concepts of capital, habitus and illusio. This theoretical article aimed to comparatively discuss the foundations of the Bourdieusian theory of action and the analytical principles of the kidnapping of subjectivity by Faria and Meneghetti (2007), highlighting the possibility of applying them in research on family organizations. This article contributes to the understanding of family organizations as a social field that enables the constitution of a subject who is aware of their choices and knows how to deal with power games in the organizational space. [ABSTRACT FROM AUTHOR]

Under the neoliberal vision for free-market capitalism, discourses validating meritocratic competition reproduce homo œconomicus, narrowly self-interested human capital seeking to maximise its economic utility. Against this background, juku, Japan's network of for-profit, deregulated shadow education institutions, eases educational transitions for enterprising citizens seeking advantage within the nation's highly competitive exam and graduate recruitment systems. However, while 'rational' investments in juku aid neoliberal biographical projects (youth→adolescence→adulthood), they do so through panoptic systems of tension and accommodation, with pivots to individualistic self-interest producing docile entrepreneurs of the self. More damagingly, 'agentive' and 'rational' decisions to engage with juku anchor to transmissible cultural patrimony, creating opportunities to blame those who, through no fault of their own, lack the financial means to self-commodify within Japan's enterprise society. The association between economic output and entrepreneurial selfhood shapes notions of 'worth' in increasingly neoliberal terms. Thus, only by relating juku investment to its social origin may we appreciate the corrosive impact of economic liberalisation on Japan's learning ecology. [ABSTRACT FROM AUTHOR]

This study employs Bourdieu's theory of practice to analyse 31 interviews with teachers, principals and administrators. I explore the strategies teachers use to handle the mandatory enactment of a Learning Management System (LMS) in Danish primary and lower secondary schools. Teachers are categorised into three groups: those mainly focused on teaching, those with digital responsibilities and those representing the Danish Teachers' Union. The findings reveal three distinct strategies adopted by these groups of teachers. Firstly, teachers solely focused on teaching developed a strategy of resistance, avoiding the use of the LMS in their daily teaching. In contrast, the other two groups of teachers responded to the changes by accumulating either digital or managerial capital to enhance their skills. This latter strategy positioned them as key figures in the eyes of local management, preparing them for advancement. Furthermore, since enhancing skills entails collaborating closely with management, it naturally leads these teachers to support the enactment of the LMS through their actions in the schools. The findings contribute to theoretical development and provide insights into teachers' practices when required to enact change in school. [ABSTRACT FROM AUTHOR]

Western liberal media theories often neglect to recognize "news translation" as one of the journalistic practices. This paper problematizes this dominant understanding of journalistic practice and expands the Bourdieusian media sociology project beyond western media systems by applying it to Indian agency journalism. A case study of the United News of India Urdu (UNIU) serves as the basis for this examination, drawing on an ethnography of news production practices, and supplemented with in-depth interviews conducted with Muslim journalists from 2018 to 2020 across four major Indian cities. Through this investigation, the paper asserts that "news translation" is indeed a vital but contested component of media work within the sphere of Indian-language journalism. The paper uses "media work" as a key concept to demonstrate that UNIU's journalists are anchored in the field of journalism, as is evidenced by their institutional-cum-organizational location and their application of the elements of journalistic practice to their work. [ABSTRACT FROM AUTHOR]

A growing number of international doctoral students choose to study in China, a non-traditional learning destination. However, relatively few studies have investigated these students' academic writing practices while undertaking their studies in China. This study draws upon Bourdieu's concepts of field, habitus, and capital, and the notion of global-national-local imbrications, to explore 20 international doctoral students' language-engagement experiences in a Chinese university. Our analysis found that English and Chinese co-exist to varying and sometimes shifting degrees in doctoral students' academic writing practices. As a result, some students potentially developed a hybrid, 'in-between', cosmopolitan habitus. Notably, however, other students felt disempowered in the Chinese HE 'sub-field', with its unique logics of practice. Students' experiences indicate that multifarious language practices potentially create a heavily hybridised 'sub-field' characterised by a multitude of imbricating global, national, and local influences, and highlight the need to ensure that the language of instruction is indeed oriented to student learning – a language for learning. [ABSTRACT FROM AUTHOR]

This paper examines the reactions of English pupils who were preparing for GCSE and A-Level examinations to the 2020 exam cancellations resulting from the Covid-19 pandemic. In doing so, it addresses a gap in international research related to high stakes testing by presenting pupils' perspectives. It uses a Bourdieusian framework to explore the role that exams played within the everyday educational experiences of four secondary school pupils. I demonstrate that pupils displayed an exam-oriented habitus which both recognised and was critical of exams as part of the wider 'game' of education. The 2020 GCSE and A-Level exam cancellation disrupted this habitus, leading participants to critically question and challenge an exam-focused education system. With the current uncertainty regarding the 2021 GCSE and A-Level exams in England, this paper argues that listening to the voices of young people also has two implications for wider consideration. Young people are uniquely positioned to comment critically on the quality of education systems which focus on high stake assessment. Listening to such criticality realises the potential for equity, engaging with voices which have previously gone unheard. [ABSTRACT FROM AUTHOR]

Previous research shows that the lockdown of schools due to the Covid-19 pandemic increased the already existing inequalities in education but little is known about the processes underlying these outcomes. In this study we used Bourdieu's theories to explore how interactions between teachers' expectations of parents and parents' availability of cultural, social and economic capital could potentially influence educational inequalities in the context of distance education. The analysis is based on 24 qualitative interviews with parents from different social backgrounds, teachers and school coordinators, sampled from an inner-city primary school in Flanders (Belgium). The results indicate that teachers continue to have standardised expectations of the proper role that parents should perform in distance education, which were difficult for some families to meet due their availability of cultural and economic capital. However, this study suggests that teachers' exposure to familial issues can result in teachers adapting their expectations and responses so that they are more likely to respond to the needs of parents and students in the field of distance education. [ABSTRACT FROM AUTHOR]

This article presents an analysis of the Dutch field of education by drawing on interviews and observations from long-lasting relationships with experts in the field. Studying how these "key players" discuss the educational field, we explore how the lack of effective solutions may be related to the ways in which leading educational experts make sense of the educational system and its ailments, as well as what they see as promising solutions. We find that experts concur on the main logics of the educational field but assess the main problems and solutions differently. Despite experts being professionally situated within the same field, their views on the biggest issues and potentially effective measures to counteract them diverge strongly. This article concludes that this lack of consistency in problem assessment of our respondents may suggest why certain flaws of the educational field are difficult to address and hence remain salient. [ABSTRACT FROM AUTHOR]

Based on 30 one-on-one in-depth interviews and 24 focus group interviews with 120 Black Caribbean pupils in one of the largest state secondary schools in South London, this article examines how Black students make sense of their concentration in lower-ranked classes as facilitated through academic tracking. While previous research documents the academic, social and psychological implications of tracking, setting and other "ability" grouping practices for various racial, ethnic and class groups, comparatively little attention has been devoted to how the persistent misrecognition of Black pupils in Britain often results in academic profiling in schools. Academic profiling is here defined as the persistent mischaracterization of Black and other racially minoritized students based on their past achievements and dominant cultural stereotypes. The results of this study suggest that Black Caribbean participants experience academic profiling as a signature feature of their educational experiences, whether in bottom, middle or top sets. [ABSTRACT FROM AUTHOR]

The mobilisation of assets from one national field to another is a topic that has attracted significant sociological attention. In this paper, we investigate migrant physicians who obtained their medical degrees outside the EU/EEA and trace the process of validating their degrees in Sweden. The study is inscribed in Bourdieu's sociological tradition and is based on a questionnaire and interviews with physicians. Analysing the mobilisation of cultural capital across national borders, we emphasise the importance of distinguishing its different states in the context of migration. Based on our case, we argue that the time physicians spend in the 'waiting room' challenges their ability to maintain and perform their medical craft. We show that the time it takes to institutionalise assets and accumulate capital in another national context can lead to the risk of losing its embodied state. [ABSTRACT FROM AUTHOR]

This article examines the ways in which envisioned sport mega-event legacies are publicly framed, communicated and contested. By employing Bourdieusian field theory, the Birmingham 2022 Commonwealth Games (CWG) as a case, and drawing upon documentary and media analysis, this article questions how CWG 2022 legacies were framed in a pre-event context. The article makes two key arguments. First, dominant actors within the mega-event field framed a considerable part of their pre-event legacies in terms of intangible inclusivity legacies relating to the host city's local communities, workforce and volunteering practices. Second, alongside these framed legacies, counterclaims emerged from actors on a civil society level, illustrative of a wider scepticism toward mega-events' effects in the present day. Whilst limited scholarship has examined CWG 2022 to date, this paper also advances scholarship on sport mega-events' socio-political legacies whilst it, theoretically, unpacks Bourdieu's tools of 'field' and 'doxa' in a new context. [ABSTRACT FROM AUTHOR]

Older people have been overlooked in recent debates over the relationship between age, class and culture despite their prevalence and the conceptual questions they raise. Seeking to bridge mainstream class analysis with debates in social gerontology, especially via a shared turn to Pierre Bourdieu's relational sociology, this paper draws on survey data from the US to examine not only the class position of older people but their internal social and cultural differentiation. I use geometric data analysis to construct a model of the class system, locate older people within it and then explore differences among older people. I then proceed to compare the cultural symbolisations of social positions among older people to those of the larger sample. The core structures of social and cultural differentiation among older people are roughly homologous with those of the broader sample, but there are also notable differences and even inversions pointing toward the specificity – and autonomy – of ageing as a principle of difference and practice. [ABSTRACT FROM AUTHOR]

The school-to-work transition is widely acknowledged as difficult, requiring meaningful support for young people to navigate successfully. This paper examines the reported experiences of six families navigating 23 home educated young people's transition from compulsory education to tertiary education and work. Data from semi-structured interviews with the parents were thematically analysed using Bourdieu's habitus, capital, and field. Findings indicate that the parents provided ample opportunity for self-exploration to encourage autonomy coupled with opportunity to explore and participate in the wider community, leading to a successful transition experience. The findings suggest that a contrasting, alternative career preparation method can be successful; one that values autonomy over the traditional approach which involves a scaffolded set of knowledge and skills. This study indicates that the transition can be successfully facilitated by providing young people with opportunity for autonomous self and career exploration in the community, without the standardised assistance provided through schools. [ABSTRACT FROM AUTHOR]

This paper presents a critical exploration of a reported decline in student achievement in Australia (2000–2020). Declining student achievement is framed as symptomatic of broader dysfunction within the education system. The context of declining student achievement is articulated through a Bourdieusian being critical sociology of education. This is achieved using the concepts of illusio and educationalisation as they intersect with Australian schools, in which classroom teachers are given responsibility for solving social and economic ills. As such, due consideration of the goals and commitments to action in the Melbourne Declaration (Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA, 2008), and the Alice Springs (Mparntwe) Education Declaration (Education Council, 2019) is provided. Drawing from these formative documents, the 'stakes' that matter are examined highlighting the potential misalignment between equality of opportunity in ameliorating educational disadvantage and the priorities of modern educational discourse. [ABSTRACT FROM AUTHOR]

Purpose: New Brunswick, Canada, established its English-French Official Languages Act (OLA) in 1969 to promote linguistic equality for historically minoritized Francophones, premised on a language-as-right ideology. The OLA has been presented to Anglophones, however, as creating access to English-French bilingualism for various kinds of capital through a neoliberal language-as-resource ideology. In this context of conflicting ideologies, we wondered about the perspective of French immersion (FI) educators – the interface between policy and practice – regarding the purposes of bilingualism. We frame our question within Bakhtin's notion of ideological becoming, asking: As potential mediators of their students' ideological becoming, what are the perspectives of FI teachers and principals regarding the purposes of bilingualism? Design/data: We examine nine principals' and 17 FI teachers' discourse in semi-structured interviews conducted in New Brunswick. Data were analysed using constructivist grounded theory procedures, and further categorized according to Bourdieu's constructs of capital. Findings: Our analysis indicates the dialogic nature of ideological becoming. On the one hand, authoritative neoliberal ideologies dominate the educators' discourse regarding the purposes of bilingualism for their students. There was little attention to a socially-situated view of bilingualism enacted in a variety of communities of practice. On the other hand, we also note evidence of resistance against and distancing from this dominant ideology in educators' own ideological becoming regarding bilingualism's purposes for themselves. Originality: Bakhtin's theory of ideological becoming provides a way to consider the entangled workings of ideology within language education for both educators and students. Implications: We thus propose professional development for educators to understand their own ideological becoming and develop students' ideological becoming and their identities as bi/multilingual speakers. [ABSTRACT FROM AUTHOR]

With English hegemony sustained in 'multicultural' Anglophone universities, non-English speaking research students often develop diverse strategies to improve their English. While such strategies demonstrate a form of resilience, the symbolic power of English remains intact. To grapple with this paradox, we draw on the work of Pierre Bourdieu to probe Chinese international research students' academic language practice in response to English monolingualism in Australian universities. Findings from semi-structured interviews with 18 Chinese international research students in Australian universities indicate that participants' academic language practice is influenced by both the doxic English monolingualism and the evolving exercise of academic multilingualism. Drawing insights from Bourdieu-informed sociology of resilience and post-monolingual theorising, we problematise English monolingualism and provide recommendations for (Chinese) international research students, supervisors, and universities to capitalise on linguistic repertories for the sake of enriching academic experience. [ABSTRACT FROM AUTHOR]

Schools, globally, have experienced an influx of culturally and linguistically diverse students, due to voluntary migration and forced displacement. To respond to the needs of these students, particularly those from refugee backgrounds, schools must understand how these students navigate their pathways to membership and belonging within their new school environments. This study, therefore, examines the experiences of belonging among five children from refugee backgrounds as they articulate, visually and orally, their experiences within their Australian primary schools. This qualitative study captured their experiences through identity texts (e.g. experience drawings) and interviews. By drawing on Bourdieu's thinking tools of habitus, capital and field, the findings reveal the importance of key social actors (e.g. peers, teachers and translators) and school structures (e.g. policies) in creating a sense of belonging for these students. We argue that accumulating bonding capital, with the support of peers from the same cultural and linguistic background, is key for bridging relationships with teachers and the wider school community. The implications of this study suggest that schools and teachers must ensure that these young people feel visible and heard and that their cultural and linguistic values are reflected within the school practices and structures. [ABSTRACT FROM AUTHOR]

This paper investigates alcohol consumption within cultures of football fandom through the innovative combination of theories of the carnivalesque and Bourdieu's concepts of habitus, field, and capital. Focus groups (n = 79) were conducted with football supporters in England and Scotland. Semi-structured interviews (n = 15) were also conducted with key organizational stakeholders. Research explored the importance and role of alcohol consumption for supporters when watching or attending matches.. Participants confirmed the cultural significance, perceived normalcy and historical links between football and alcohol consumption. Supporters highlighted the importance of the sociability, friendship, and social capital aspects of alcohol consumption. Participants believed football supporters are perceived differently in comparison with supporters of other sports, arguing that legislation surrounding alcohol consumption at other sports allowed supporters to enhance the carnivalesque by drinking alcohol, whereas football fans were more restricted. Participants agreed the habitus of excessive drinking and violence associated with football supporters led to a bad reputation, however, this view was outdated. Participants also recognized a growing drug culture in football. The findings draw attention to the alcohol-sport relationship and the contested relations, and diverging interests and influences, within the social field of football. [ABSTRACT FROM AUTHOR]

Persistent concerns about the digital divide are typically framed as a deficit of Internet access, skills or participation. Despite advances remedying first- and second-level divide issues, scholars have found that not all benefit equally from the Internet use resulting in the theorising of a third-level digital divide exploring the social determinants critical to benefit from the Internet use. Presenting analysis for three families from Aotearoa New Zealand, this work highlights the importance of the family in creating children's digital disposition. Applying Bourdieu's Theory of Practice concepts, we illustrate how parent's habitus informs children's responses to the digital world, shaping diverse forms of 'digital capital' which may result in 'capital gains' for some, and less capital benefits for others. Findings suggest that the forms of digital capital that are valued by families are closely tied to class positioning and cultural background. [ABSTRACT FROM AUTHOR]

The city of Glasgow, once dubbed the 'murder capital of Europe', has more recently become famed for its experiments in violence reduction. In this article, based on a large-scale study of violence reduction, we focus on the discursive construction of this so-called 'Glasgow miracle'. Based on interviews with 40 senior stakeholders working in Scotland during the period 2000–2020, we explore the significance of dramatic personal stories of tragedy, redemption, and rebirth in shifting the public narrative around violence. In so doing, we contribute new empirical and theoretical evidence to narrative criminology, demonstrate the conditions under which progressive policies can come to the fore, and interrogate the role of storytellers in communicating these stories with persuasion and influence. [ABSTRACT FROM AUTHOR]

Applying the concepts of organizational field, capital, and habitus by Pierre Bourdieu, this study critically examines the (re)configuring of relations between grassroots and mainstream organizations during the COVID-19 pandemic. Specifically, we examined refugee-led organizations (RLOs), via fieldwork and interviews, in one US city from the summer of 2020 during the peak of the pandemic through 2022. We argue for conceptualizing the pandemic as an "external shock" that allowed the (re)valuing of forms of capital and means for disrupting the stability and durability—habitus—of the power-laden organizational field. In a post-pandemic new normal, however, positioning within their organizational field remains a contested, ongoing struggle for grassroots organizations. [ABSTRACT FROM AUTHOR]

The article takes the first steps towards a general theory of civil society elites, a concept not fully developed in either elite or civil society research. This conceptual gap hampers academic and public understanding of the dynamics at the top of civil society. To address this, the authors rely on the theoretical framework of Pierre Bourdieu to build a theory of civil society elites as managers of civic capital. This role is illustrated through examples from the differently institutionalised UK and Nordic civil societies. The first part of the article introduces the notion of civic capital and its emergence during the 19th century. The second part focuses on elite positions in civil society fields, demonstrating how civil society elites, as managers of civic capital, navigate between their constituents and other elite groups. These elites wield the power to consecrate social relations while misrecognising their own symbolic and economic gains. Recent scandals in the climate movement and UK and Nordic civil societies shed light on the symbolic aspects of the positions of civil society elites. This comprehensive analysis contributes to elite and civil society research and enriches public discussions about the role of civil society leaders in society. [ABSTRACT FROM AUTHOR]

The paper approaches Transnistria ghettos from a social perspective looking to recuperate the networks accessed by those ghettoized. My hypothesis is that networking was instrumental for survival and it was conditioned by local conditions, pre-dispositions inherited from pre-war times and the capacity of those ghettoized to adapt the latter to the former. The approach is both historical and sociological with the emphasis put on Cole’s argument for a spatial dimension of Holocaust survival and Bourdieu’s conceptualization of the ‘social space.’ [ABSTRACT FROM AUTHOR]

Research on psychiatry in the United States has shown how, since the 1980s, the discipline has sought to increase its prestige and preserve its jurisdiction by embracing biomedical models of treatment and arguing it is a medical specialty like any other. While this strategy is consistent with what the literature on professions would expect, this paper analyzes an alternative case: French public psychiatry, which has remained in a position of marginalized autonomy, combining low status and economic precarity with state recognition of its specificity. Drawing on Bourdieu's theory of fields, I analyze how the persistence of specialized psychiatric hospitals in France—most of which have closed in the United States—has shaped the conflict between psychiatrists favoring autonomy and actors in university hospitals and the Ministry of Health seeking to reduce it. These specialized hospitals have functioned as institutional anchors that contribute to maintaining the discipline's autonomous position in the medical field in three ways: by socializing psychiatrists into viewing themselves as a distinctive branch of medicine, linking psychiatry to powerful actors in the state interested in maintaining the discipline's distinctive role in social control, and concentrating a population of chronically ill persons not amenable to traditional medical interventions. This analysis expands on the literature on professionals and field theory by emphasizing the role of institutions in structuring the reorganization of jurisdictions and relationships between fields. [ABSTRACT FROM AUTHOR]

This study investigates the phenomenon of "music fever" in the Chinese immigrant community in the UK, a relatively neglected research field in the English language literature. It explores the attitudes of Chinese immigrant parents towards their children's music learning through three key concepts in Bourdieu's cultural theory: capital, habitus, and field. Although the interviewees generally displayed a positive attitude towards their children's music learning, it was conditional on it not interfering with their children's academic studies. This study extends existing research on East Asian immigrants' and parents' perceptions of children's music education, and contributes to the application of Bourdieu's theoretical tool in research on East Asian cultural groups in both Western and non-Western contexts. [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]

Drawing on the neo‐Durkheimian cultural sociology of Jeffrey Alexander and Anthony Smith's ethno‐symbolic approach, Schertzer and Woods argue that contemporary 'populist' movements in France, the US and the UK are better understood as 'ethno‐nationalist' movements. In this, they join a recent spate of revisionist work that emphasises the role of ethno‐nationalism and White supremacism in the historical trajectories of these supposedly 'civic' nations. The central weakness of this approach and of their argument is that it detaches symbolic struggles from material ones and in‐group solidarity from out‐group violence. Here, Bourdieu's theory of class‐ification struggles and the dark Durkheimianism of the mid‐20th century provides a helpful supplement. [ABSTRACT FROM AUTHOR]

Teachers in Lady Agatha's Boarding School (Lady Agatha's) find teaching Sex and Relationships Education (RSE) uncomfortable. This paper investigates one aspect of the discomfort that they feel, namely the impact RSE has on their professional status as teachers. I use focus group data to reflect on the professional and personal location of teachers at Lady Agatha's and to explore their understanding of RSE through the recurring themes of professionalism and professional reputation as symbolic capital; deprofessionalisation and risk as symbolic violence; and the connects and disconnects between the doxa and illusio of the school. Findings suggest that by interrogating the sites of symbolic violence which generate RSE discomfort, we can start to unpick the fabric which creates discomfort about RSE, allowing both for a deeper understanding of RSE discomfort in teachers and an opportunity to address this discomfort as a barrier to RSE delivery at Lady Agatha's. [ABSTRACT FROM AUTHOR]

This article engages with the readings of Flaubert's two versions of L'Éducation sentimentale (1845 and 1869) given respectively by Jean-Paul Sartre and Pierre Bourdieu in L'Idiot de la famille and Les Règles de l'art. In the first instance, Sartre's reading of the first L'Éducation sentimentale will be considered, in which Sartre argues that Flaubert rationalises and incorporates his 1844 illness into his protagonist Jules' moment of artistic revelation. The article will then examine Bourdieu's response to Sartre in Les Règles de l'art wherein he rejects the existential psychoanalysis of Sartre's biography by highlighting the need for an understanding of the author in his socio-literary context which he sees as objectified in the structure of the 1869 version of the novel. Ultimately, this article will seek to evaluate the distinct readings given of the two versions of Flaubert's novel by highlighting them as the clearest elucidations of Sartre and Bourdieu's differing approaches to Flaubert's authorship and the contexts in which his novels were produced. [ABSTRACT FROM AUTHOR]