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This article analyzes spatial domination in middle-classed spaces—the spaces that cater to the dispositions, status, and lifestyle ideals of middle-class groups—of the neoliberal city. Grounded in interdisciplinary scholarship on the neoliberal city, the article introduces a typology of middle-classed spaces, which maps out different combinations of cross-class hostility and cordiality in dynamics of spatial domination. Through an extended case study of a new upscale neighborhood bordering a slum area in a southern Brazilian city, the article unveils the socio-historic conditions that inform the localized cross-class relations and situate it in the spatial typology. With the support of a semiotic square, the article then identifies, relates, and analyzes the hostile ("takeover" and "repression") and cordial ("makeover" and "concession") spatial practices by which dominant agents produce one specific type of middle-classed space. Through these practices, dominant agents improve the status, experience, and market value of the neighborhood for target upper-middle-class consumers, while further disenfranchising the poor from its spaces—effectively reproducing deep-rooted historical patterns of social exclusion. This study extends research on status consumption and spatiality while also adding insights into the role of the state in consumption and market dynamics. [ABSTRACT FROM AUTHOR]

In the fight for legitimacy, understanding the rules of status games is critical. This idea holds true in the wedding marketplace. However, when legalization of marriage for same-sex couples disrupted the binary wedding script, the rules of the game became less clear to consumers. Couples sometimes found their gendered bodies, roles, and expressions were out of sync with the evolving script of a destabilized wedding field, thus raising legitimacy questions. This situation is defined as hysteresis—meaning delays in the realignment between habitus and the field. Hysteresis results in consumers' disorientation about what forms of capital are valued as well as perceived absences of materials or recognition from the market. This study investigates consumers' attempts to mobilize gendered capital to resolve hysteresis through realignment of habitus and the script. Grounded in a Bourdieuian field-level analysis of depth interviews with 30 same-sex couples and ethnographic observation in the wedding field, four consumption alignment strategies are identified that consumers leverage to address hysteresis: confronting, masking, collaborating, and experimenting. Consumers' variations in gendered capital explain which consumption alignment strategies they use, with different possibilities for updating habitus and expanding the script. Throughout this process, consumers' moral judgments hinder this pursuit. [ABSTRACT FROM AUTHOR]

Cosmopolitanism is often cast as an elite cultural orientation and as a privileged disposition to an increasingly globalized marketplace, instigated by, and lived through, mobility. But how does cosmopolitanism evolve among consumers at intersectional subordinate positions of power? This article analyzes the emergence of cosmopolitanism through a 9 year longitudinal extended case study of female migrants with low levels of resources. Through the deployment of a Bourdieusian framework, cosmopolitanism is theorized to evolve through processes set in motion by the experience of mismatch and subsequent alignment between new social contexts and existing socialized dispositions (hysteresis). The experience of hysteresis caused by mobility can lead to a habitus with traits of cosmopolitanism. The emergence of a cosmopolitan habitus can result in a sense of emancipation, but it also engenders new subordinate positions within intersectional systems of power. The outcome of this process is labeled dominated cosmopolitanism, representing a more nuanced version of cosmopolitanism that incorporates various systems of power. The analysis has implications for acculturation studies in consumption contexts characterized by low-resource endowments and provides new insights into the processual nature of the constitution of social systems of power. [ABSTRACT FROM AUTHOR]

Globally, modern contemplative practices like yoga and mindfulness are being widely adopted for the purposes of well-being. This paper begins to explore a possible pedagogy of well-being by taking the example of modern yoga in Los Angeles. Embodiment represents an important aspect of both well-being and cultural pedagogy. While there are rich insights around embodied learning, teaching bodies, in whose presence we learn, remain marginal. I unpack the forging and communication of embodied teaching knowledge in a pedagogy of well-being. Drawing on Herbart's notion of pedagogical tact and Bourdieu's interpretation of habitus, I propose the idea of pedagogic bodies that represents a conscious intent and concern for others within one's own body, unpacking relational, pedagogical labor of teaching bodies. This paper shows how conscious intent and corporeal competence connect to human practice for the purposes of well-being and notes implications for education and pedagogy in general. [ABSTRACT FROM AUTHOR]

Social exclusion - in sports as well as in all other areas of life - is linked to low socioeconomic status, poverty, unemployment, and low educational attainment. This means that disadvantaged social groups are permanently trapped in a lifestyle lacking physical exercise. In a broader sense, social exclusion from sports activities affects a much wider social spectrum, including groups that suffer disadvantages based on gender, age, place of residence, or disability [Spaaij, R., Farquharson, K., & Marjoribanks, T. (2015). Sport and social inequalities. Sociology Compass, 9(5), 400-411. https://doi.org/10.1111/soc4.12254]. In Southern, Central, and Eastern Europe, a smaller fraction of society has the opportunity to be active regularly, while the majority are left out. Based on Bourdieu's theory on capital and habitus our paper aims to find out what demographic and socialisation factors, as well as how the socio-economic status and the student habitus play roles in student sport activity in five Central and Eastern European countries. Our analysis is based on the database of the questionnaire survey carried out among students in the examined region (PERSIST 2019, N = 2005). Our results show that although students with a higher social status pursue sport more regularly and are more likely to pursue a sport in clubs, gender, habitus, the parental sporting environment, and sporting friends are the main factors that play a positive role in their regular participation. [ABSTRACT FROM AUTHOR]

Didactic theatre for a young audience (TYA) is perceived as a widespread obstacle to the artistic quality and value of TYA. This article rethinks and deconstructs the assumptions that didactic TYA is low-quality, conservative, and unwilling to break taboos, considering changes over the last fifty years. I argue that didactic theatre exploits the medium to deliver a clear message in order to create habitus for young spectators yet may display professional quality as well as break taboos. Discourse opposing didactic theatre does not reflect its prevalence but rather, the desire of artists and scholars to accumulate symbolic capital and prestige for the field and themselves. [ABSTRACT FROM AUTHOR]

In the field of radio, licensees, managers, program directors and program-makers can be seen as agents, that is, choice making entities. From their work practices, these choice making agents have a "feel for the game," that is, an understanding of the conventions they operate within. Structure, agency, habitus and capital are terms that are used to describe practice and there is an understanding that underlying these terms is the way they both constrain and enable us. To integrate these dual actions together into one workable concept, this paper introduces the new term "constrabling" as a portmanteau word that combines the terms "constraining" and "enabling." This term, constrabling, encompasses the idea that the structures in which practice take place, the habitus that assists practice, the agency that affects the way we practice, and the various forms of capital that help us engage in practice, do not in fact constrain us at one point and enable us at another. Rather, we as practitioners are constrained and enabled by these structures at exactly the same point in time. In other words, we are constrabled by these structures. The notion of constrabling will be exemplified here through an auto-ethnographic study derived from the author's own work as a radio operative in the new field of Internet radio. [ABSTRACT FROM AUTHOR]

Copyright of Revista Linguagens, Educação e Sociedade (LES) is the property of Revista Linguagens, Educacao e Sociedade (LES) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Kembara: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya is the property of Universitas Muhammadiyah Malang and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Artuklu Health is the property of Mardin Artuklu University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

High school athletics are understudied sites for social and educational stratification. Participation can offer mental and physical health benefits, improved student retention and graduation rates, the encouragement of pro-social behaviors, resume building, and enhanced social statuses. Despite legal prohibitions against race and gender discrimination in schools, opportunities to play and persist in interscholastic athletics may reflect and amplify existing social and educational stratification processes. Using an exploratory sequential mixed-methods research design, this study centers on girls' high school sports and considers how gender, race/ethnicity, and social class operate at the individual, interactional, cultural, and institutional levels and encourage proclivities, commitments, and support for participation. We combine qualitative (N = 28 women and 47 total college athletes) and quantitative (N = 4,271 high school students) studies to inquire about how, and to what extent, racial/ethnic and social-class dynamics affect girls playing any and specific high school sports and whether they play persistently. Findings suggest that schools co-construct unequal athletic opportunity structures by nurturing and rewarding a cultivated athletic habitus associated with masculinity, whiteness, and affluent dispositions. These processes disguise athletic advantages and successes as well-earned merit and restrict who is most likely to receive the individual and social benefits of high school sports participation. [ABSTRACT FROM AUTHOR]

This article examines women's experiences of moving from a closed to an open prison in England. Transition to an open prison is often viewed in a positive, reformist light and although androcentric auto‐ethnographical work has demonstrated challenges associated with this pivot when serving a long‐term sentence, much less is known about the experiences of women. Using interview discussions, this article draws upon the concept of transcarceral habitus to examine experiences of transfer and adaptation to the open prison within the broader context of the lives of criminalised women. By extending our understanding of the women's open prison as a site of punishment and recognising the connections and pluralities of women's carceral experiences, this article seeks to disrupt unhelpful binaries that legitimise the incarceration of women and the open prison estate. [ABSTRACT FROM AUTHOR]

One consequence of the widened participation in higher education (HE) is that the social demarcation line that once existed at the entrance to HE has moved inside the HE system. This study investigates how students experience social friction when demarcation lines are crossed and how such friction develops over time. This was achieved by repeated interviews with the same 10 HE students during their time at university. The study deploys habitus and hysteresis to explain how social dispositions from social origins are challenged but able to change when they are exposed to unfamiliar social situations. The study reveals how social friction in relation to both social background and to the HE system, progresses in terms of either fading or amplifying. These findings are concluded in a model that offers a systematic way of investigating how students experience HE over time in relation to social background. [ABSTRACT FROM AUTHOR]

Academia today is deeply hierarchical and continues to be centered around perceptions of prestige and symbolic capital. The symbolic capital, or pedigree, associated with the training one receives at the graduate level greatly informs how academics navigate their careers and how they advance professionally. In investigating the formation of the professional habitus of Indonesian academics, we are interested in how their graduate training informs both their career progression and their teaching practices. We theorize graduate training using the terms 'hybrid' for the participants who have a mix of overseas and domestic training and 'homegrown' for those who were educated solely in Indonesia. The data suggests that hybrid academics in Indonesia are more open to innovating their teaching practice and advance at a quicker pace than homegrown academics. [ABSTRACT FROM AUTHOR]

The renewed engagement with Aristotle's concept of practical wisdom in management and organization studies is reflective of the wider turn towards practice sweeping across many disciplines. In this sense, it constitutes a welcome move away from the traditional rationalist, abstract, and mechanistic modes of approaching ethical decision-making. Within the current engagement, practical wisdom is generally conceptualized, interpreted or read as a form of deliberation or deliberative judgement that is also cognizant of context, situatedness, particularity, lived experience, and so on. We argue that while this way of conceptualizing practical wisdom moves closer to practice in accounting for the concrete and particular reality within which individuals enact ethics, it does not adequately account for practice in the ontological and relational sense posited in practice theories. Practical wisdom conceptualized on the deliberative dimension still retains a higher emphasis on distinct entities (individuals/institutions), reflexive agency, conscious mental states, goal-directed action, and intentionality. In other words, it puts a higher stress on individual wisdom, as opposed to practice or the relational interaction of the individual and social inhering in practice. We offer an alternative conceptualization of practical wisdom based on the dispositional mode of being in the world which is rarely deliberate, intentional, or reflective. Our conceptualization integrates Aristotle's original ethical framework, which is already embedded in a practice-based ontology, with insights from practice theories to show how practical wisdom is intuitively channelled in the dispositional mode in a given social configuration of virtues/ends. [ABSTRACT FROM AUTHOR]

The drop off in physical activity (PA) for children has led to an increased focus on their PA engagement, due to the poor health outcomes often linked to this decline. Subsequently, stakeholders, across a variety of fields, have problematised and intervened in activity settings to address this decline. Many of these studies acknowledge high levels of activity in the primary years and tend to prioritise their efforts on the adolescent years. An important limitation in these studies is that they greatly overlook how a decline might also be related to children's physical engagement in early childhood. To gain more insight on the role that early PA engagement may play in long-term PA participation, this paper examines early physical engagement through a focus on year one/ two students across three PA spaces – the home, the physical education (PE) class and the playground. Data was collected through a range of ethnographic and child-centred methods and examined using a Bourdieusian lens. This analysis shows that engagement in PA starts as a confluence between the physically active habitus, sport-focused PE and the sportised playground, which produces different patterns of engagement. This paper offers an in-depth examination of this process across the three spaces and identifies how these outcomes become habitualised over the course of primary school, which may play a role in affecting long-term participation. The paper concludes with a call for a more democratised approach to early primary PE, along with accompanying changes to the playground. [ABSTRACT FROM AUTHOR]

Scholars of cultural globalisation overwhelmingly agree that cultural exchanges, albeit asymmetrical and sometimes contested, have increased during the last four decades. Literature is by no means the exception and with the increase in translations, there has been a growing interest on behalf of scholars and policy makers in understanding the mechanisms and the actors behind literary circulation. This study builds on some of the previous research about translators’ habitus, routines and job satisfaction and expands on the existing literature by presenting empirical data on the common dispositions, routines, ethos and problems shared by European literary translators. This analysis draws from the social movements’ literature, particularly from the concept of ‘radical habitus’ to theoretically frame the findings. The study presents the shared characteristics and also explores how the structural positions of source and target language, market sizes, and cultural policies also shape the conditions under which translators work. Based on 69 semi-structured interviews with European writers, translators, publishers, literary agents and consultants, this paper sheds light on the figure of the literary translator: their status in the field, their struggles, strategies and mechanisms for accumulating capital. The analysis suggests that the fi gure of the translator is regarded as a highly educated individual whose high cultural capital is not matched by their (relatively low) financial capital. The activity of translators was often located at an intersection between artistic creation, literary expertise and cultural mediation and it was defined as a challenging and important job but also one which faces threats from the market and technology. [ABSTRACT FROM AUTHOR]

Within an increasingly polarized political society, the American university system is a space that is no exception. The authors approach the complex and dynamic issue of community engagement within a polarized space using their unique standpoint of attending and teaching at predominantly white institutions in the American rural Deep South. This piece takes into consideration the perceptions of the student and the instructor that contribute to a continuation of polarized space that inhibits not only our ability to build community but also our ability to "do sociology" in the classroom, promote critical thinking, and use our sociological imaginations to truly explore nuances. Given the two-fold issue of instructors and students often perceiving each other to be at odds within an increasingly politicized society, this commentary offers three pieces of advice on (1) transforming critical thinking for both the instructor and the classroom, (2) avoiding potential pitfalls within polarized spaces, and (3) offering hope for the future through suggestions on applying community-engagement in the classroom. This advice will transform the classroom to fit the ideals of community-engaged sociology and remind us that sociology should not simply be taught from a top-down approach, but rather utilized as a tool for social change. [ABSTRACT FROM AUTHOR]

PhD graduates are dealing with a lack of opportunities regarding long-term careers: the chances of eventually obtaining a stable position in university are hardly higher than a few per cent and slimmer when geographical constraints are set. The current scenario prospects a panoply of professional destinations for PhD graduates beyond university walls, but the doctoral education system is still primarily designed as a preparatory phase for an academic career and academic employment remains the preferred option for the majority. The concrete risks of this situation are connected to over-skilling, lack of recognition and problems in transferring skills during transitions from university to other workplaces. The article focuses on one underestimated dimension of these processes: the tacit knowledge implicitly acquired in HE institutions and structuring a peculiar 'academic habitus' which plays a crucial role in terms of unexpected difficulties as well as unexplored learning potential. Doctoral training may represent a strategic place where students can begin to interpret the complex issues involved in transition processes not as signs of inadequacy or lack of preparation, but as challenges engaging one's agency in dealing with a different organisational habitus. Individual strategies are, in fact, essential in making a difference when a disorienting dilemma emerges and they configure a proper meta-competence to be developed and fostered. More broadly the article argues that, in order to sustain the potential of PhD graduates' knowledge it is necessary to overcome a reductionist and instructional perspective in approaching learning outcomes. [ABSTRACT FROM AUTHOR]

Impostor syndrome (IS) refers to the inner speech of self-doubt and the belief that you are not as competent as others perceive you to be. The university can be considered a work environment prone to IS, especially because of the requirements of present higher education and science policy, which emphasizes continuous evaluation, a competitive spirit, and a focus on performance and excellence. It is therefore understandable that many doctoral students have begun to experience inadequacy and uncertainty during their postgraduate studies. This study focuses on the prevalence of IS among Finnish PhD students (n = 1694). In particular, attention is paid to the background factors in which experiences of uncertainty and attitudes related to IS are linked. Theoretically, we interpret IS as a phenomenon related to the habitus formed through an individual's life experiences and the inner speech associated with it. Based on the results of the linear regression analysis, the lack of encouragement in childhood and a low level of planning when applying for doctoral studies explain the emergence of IS in a statistically significant manner. [ABSTRACT FROM AUTHOR]

The terms cyberbullying and nudes, when used by young people, generally overlap to categorise a range of online harms. Yet, when unpacked with girls, their co-opting of these terms can minimize image-based sexual harassment. This paper draws upon findings from a participatory project exploring implicit interpretations of cyberbullying and nudes. I narrow in on the voices of girls, aged 13–15, as they report embodied discomfort and violation from [i] unwanted dick pics from peers and [ii] stranger cyberflashing. To analyse their experiences, I re-work Pierre Bourdieu's toolkit to a gendered digital habitus with social fields in integrated offline–online contexts in which the unexpected viewing of dick pics leaks across. This reworking illustrates the tensions the girls experience. Resourcefully, the girls draw on embodied postfeminist dispositions to manage their discomfort and safety. I conclude that their normalisations may illustrate symbolic violence, as their postfeminist dispositions attune them to rationalize image-based sexual harassment as naturalised masculine actions. These responses 'make sense' to the girls, a position held in preference to the consequences of reporting image-based sexual harassment. Reporting could increase the risk of confrontation with the sender in offline fields and/or potentially result in loss of access, due to adult intervention, to devices and social media. [ABSTRACT FROM AUTHOR]

This empirical study aims to discuss how organisational actors' identity work is reflected through their strategy work, from a Bourdieusian perspective. The study is a case study which followed the qualitative research approach. The participants of the study were managers representing a cross-section of a manufacturing organisation in Sri Lanka. Twenty-six semi-structured interviews were used for the generation of the data for thematic analysis. NVivo12 data management software was used for the data management and in initial coding. It was found that managers are engaged in different identity work for self during their strategy work, in the implementation of a new organisational strategy. Further, the behaviour and practices normalised in the selected organisation through managers' strategy work reflected their identity work for other/s in way of defining other/s. The discussion was based on the theory of practice by Pierre Bourdieu (1990). Accordingly, this research shows how the identity work of position takers (newly joined and promoted organisational actors) supports shaping the practices linked with a new strategy (strategy work). Further, their identity work reflected through strategy work is also connected with their individual dispositions (habitus). The discussion further shows how individuals' capital--mainly their cultural capital--contribute to constructing a new strategy in the selected organisational field. As implications of this study, it highlighted the contribution of the position-takers in shaping the organisation's strategy (strategy work) while engaging in identity work for self and others. Consequently, this study illustrates how organisational actors perform different social-symbolic work (identity work and strategy work) in parallel. [ABSTRACT FROM AUTHOR]

Enrollments in higher education have expanded greatly, but without elimination of all forms of inequality. Research in industrialized countries has shown that the path students follow in their transition from secondary school continues to be associated with their social class. This study provides quantitative evidence of that relationship in a non-industrial country like Chile. Multinomial logistic and linear regression of university admission data managed by the Department of Evaluation, Measurement and Registration describing 130,000 applicants for the years 2015 and 2017 were used to estimate the probability of a member of a particular social class choosing a given university and academic field of study. The results show differences regarding law programs and science, technology, engineering and mathematics programs. Class differences were particularly important in the choice of university. Working-class students were more likely to apply to public universities, avoiding elite and especially private institutions. The findings provide further support for Bourdieu's habitus explanation of class reproduction. They suggest more attention to the level of segregation in Chilean higher education and the factors that produce it. [ABSTRACT FROM AUTHOR]

This study seeks to explore the impact of social upbringing on architectural learning. The theory of "habitus" helps to understand how students' personality dispositions might affect the way they approach learning in the "field" of architectural education. The notions of learning approaches and knowledge codes in literature are used to develop a framework for the study that helps to explore the field of architectural education. It is a qualitative study, conducted through semi‐structured interviews with 44 students in 10 architecture schools in Pakistan. Interviews explored students' habitus as well as their learning approaches, later explored through the framework developed in the study. Interviews are transcribed and coded using Nvivo 12. A detailed analysis explores the connection between habitus and learning approaches and finds out that habitus plays a major role in determining the way students approach learning in Architecture, with most cultivated habitus students showing a deep learning approach. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Language & Literary Studies / Folia Linguistica & Litteraria is the property of Journal of Language & Literary Studies / Folia Linguistica & Litteraria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Psychology & Sociology is the property of Al-Farabi Kazakh National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: This study aimed to explore how virtual communities of mothers shape the informational habitus in the context of the intensive mothering ideology. Background: Mothers' involvement and dedication are perceived as essential to children's development. Some mothers join virtual communities for health information to ensure that they are doing the best for their child. Method: An online ethnography in three virtual communities of mothers was conducted, in addition to individual interviews with 16 mothers of young children (18 months and below). Results: Mothers use virtual communities for emotional and informational support. Experiential knowledge and referenced information are highly valuable. Furthermore, mothers are reflexive and choose what information they integrate based on their educational capital and their personal skills. Finally, choice appeared to be the practical operator of the informational habitus. Conclusion: Our results suggest that the sense of belonging developed in virtual communities shapes a new informational habitus based on the importance of being an informed mother. Implications: Mothers want to make the best possible decisions for their child's health. To do so, they deploy reflexive practices to process information. This suggests that other than their physicians, they also trust an important array of sources of information. [ABSTRACT FROM AUTHOR]

Background: The wall crab spider genus Siamspinops Dankittipakul & Corronca, 2009 contains eight species restricted to South and Southeast Asia, of which two are recorded from China. New information: A new species, Siamspinops yejiei sp. n., is diagnosed and described based on both sexes from Foding Mountain National Nature Reserve, Guizhou, China. Diagnostic photos of the habitus and copulatory organs and a distributional map are provided. [ABSTRACT FROM AUTHOR]

There is a paucity of research into female-identifying dancers as parents, how the transition from dancer to pregnancy to parent is managed, and whether and how a dancing parent can maintain a career in dance. This paper shares findings from a qualitative interview study with (n = 30), predominantly female professional contemporary dancers that have become parents and are working within the contemporary dance industry in the UK. It uses Pierre Bourdieu's conceptual framework of belief and practice to make greater sense of how the dancers navigate becoming parents and the disruption to their dancer's habitus and embodied identity, as they attempt to manage work-family conflicts within contemporary dance. Findings reveal that when the dancers became a parent the disrupted taken-for-granted norms and expectations of the dancer's habitus and identity as a dancer, intensified the fragility of lives and livelihoods and brought new physical, psychological, social and economic vulnerabilities. The dancers in the study shared experiences of barriers, but also enablers for dancers that are parents within the contemporary dance industry in the UK, with examples of managing transition, evolution of identities and capital gain. [ABSTRACT FROM AUTHOR]

This article addresses the question of how the racial habitus of Polish White female converts (PWFCs) to Islam is performed in different social settings. We draw from in-depth interviews with 35 PWFCs living in Poland and the United Kingdom. While the notion of habitus has been used to analyze socialization into Islam, racial habitus has not been analyzed in relation to White converts to Islam. We argue that White habitus is an important concept that elucidates racial positioning among White converts in multiracial Muslim settings. Whiteness, often indexed in the data as "Europeanness," is foundational for the PWFC identity. Furthermore, we extend the understanding of how Whiteness operates in Eastern Europe through the analysis of the White habitus among those who occupy non-normative places in racial and religious hierarchies. Thus, this article contributes to a growing body of scholarship on decentering Whiteness in Eastern Europe. [ABSTRACT FROM AUTHOR]

Pakistan, one of the eight countries comprising South Asia, has more than 212.2 million people, making it the world's fifth most populous country after China, India, USA, and Indonesia. It has also the world's second-largest Muslim population. Eberhard et al. (Ethnologue: languages of the world, SIL International, 2020) report 77 languages used by people in Pakistan, although the only two official languages are Urdu and English. After its Independence from the British colonial rule in 1947, it took much deliberation for the country to make a shift from its monolingual Urdu orientation to a multilingual language policy in education in 2009. This entailed a shift from the dominant Urdu language policy for the masses (and English exclusively reserved for elite institutions), to a gradual and promising change that responded to the increasing social demand for English and for including regional languages in the curriculum. Yet English and Urdu dominate the present policy and exclude regional non-dominant languages in education that themselves are dynamic and unstable, and restructured continually due to the de facto multilingual and plurilingual repertoire of the country. Using Bourdieu's (Outline of a theory of practice Cambridge University Press, Cambridge, 1977a, The economics of linguistic exchanges. Soc Sci Inform 16:645–668, 1977b, The genesis of the concepts of habitus and field. Sociocriticism 2:11–24 1985, Language and symbolic power Polity Press, Cambridge, 1991) conceptualization of habitus, this study analyzes letters to the editor published between 2002–2009 and 2018–2020 in a leading English daily of Pakistan. The analysis unveils the linguistic dispositions that are discussed in the letters and their restructuring through market forces, demonstrating a continuity between the language policy discourse and public aspirations. The findings also indicate the ambivalences towards Urdu and English in relation to nationalistic ideologies, modernity and identity. [ABSTRACT FROM AUTHOR]

Bourdieu's concept of habitus clivé illuminates Indigenous Australians' experiences in tertiary environments for both Aboriginal students and Aboriginal staff. Habitus formed through family, schooling and social class is also shaped by urban, regional or rural upbringing, creating a durable sense of self. Aboriginal people in Australia live in all of these places, often in marginalised circumstances. Bourdieu's more specific concept of habitus clivé, or divided self, is less well known than habitus, but offers value in giving expression to Indigenous people's experiences within a dominant White society. The complexity of participation and educational change is explored here through the experiences of three authors' intersecting positionalities within the Australian academy. Developing more nuanced scholarly language reduces the imposition of perspectives that see Indigenous people as objects within western frameworks. Scholarly understanding and respect for Australia's first peoples' concepts and cultural practices would engage more appropriately and fairly with Aboriginal knowledge and society. Habitus clivé chronicles one version of habitus that can be changed or be reconfirmed but not easily or by fiat. Understanding the concept can be learned, however. Educational opportunity, glorified in today's higher education, means little for Aboriginal people without long-term strategies addressing existentially and culturally split habitus. [ABSTRACT FROM AUTHOR]

Copyright of Vertimo Studijos is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)