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During the coronavirus pandemic, internet spaces became important sites of teaching PE remotely. This paper contributes to a better understanding of the emergency online pedagogies transpiring in these internet spaces and the role that digital resources gained in them. We focus on webpages on the platform Padlet.com, which have been identified but not yet investigated as relevant spaces for pedagogical encounters in German-speaking remote PE. Using a theory of practice approach to pedagogy and focusing on discursive practices of responsibilization, we investigate which responsibilities are claimed for PE as a subject, for teachers, students and digital resources on these webpages, and how these parties are thereby related to each other and positioned as recognizable subjects/actors of remote PE. Our qualitative discourse analysis of 14 Padlet webpages (755 posts combined) reveals that the online pedagogy on these webpages is characterized by the discursive positioning of (i) PE as being responsible for activity and sport under special conditions, (ii) teachers as subjects responsible for organizing PE and activating students while delegating pedagogical responsibilities to them and to digital resources, (iii) students as subjects who should care for themselves by taking responsibility for the processes and results of their physical activities and (iv) digital resources as important actors located between education, sport culture and internet economy. Discussing these results, we argue that exploring the actual ways and forms of performing pedagogical responsibility can yield important insights into the social constitution of – increasingly digitized – PE, its social relations, subject positionings and pedagogies. [ABSTRACT FROM AUTHOR]

Based on two qualitative case studies undertaken in Switzerland, this article compares the positioning of Climate Strike activists and construction workers on questions of climate change, so as to analyse the impact of work practices on environmental orientations. Building on a praxeological approach, the article argues that communities of practice in workplaces and educational institutions influence environmental orientations. Everyday practice in schools and universities fosters the scientific environmental knowledge that is central to the orientations of climate activists. By contrast, the practice of construction workers inculcates an embodied environmental knowledge which accompanies an orientation that takes environmental problems as not primarily a question of conservation, but rather as inherently linked to workplace matters. By way of conclusion, the article argues for an expanded notion of environmental concerns, beyond the acceptance of scientific facts on ecological crisis and towards embracing the embodied environmental knowledge more broadly prevalent among manual workers. [ABSTRACT FROM AUTHOR]

This article is one in a special issue of the Journal of Ancient History, "Social Biographies of the Ancient World." It forms one of the "case study" chapters regarding a Judean woman by the name of Babatha. Babatha is known to us because of the discovery in 1961 of what was probably one of her most precious belongings, which was found in a cave overlooking the Naḥal Ḥever Canyon: a leather pouch that contained some 35 legal documents. Labelled Papyri Yadin 1–35, they contain a wide range of legal acts consigned in Greek, Aramaic and Nabatean Aramaic, including marriage contracts, land deeds, deeds of gift and ruthless litigation between kin, all unfolding between 94 and 132 CE. While Babatha's story has been well-known in the field of biblical studies ever since the papyri were discovered, the contribution of social scientists has largely been absent. It is against this background that we use Bourdieu's theoretical framework to reflect on Babatha's agency in the complex socio-legal landscape she navigates. This article employs field theory to link Babatha's litigation to the conflictual social processes accompanying the movement of women—and their economic capital—in and out of households, conceptualized as institutions in the economic and legal field. The article then proceeds to describe the wider legal field, its properties, and operating logics, offering new insights into the legal pluralism that transpires in the sources. Bourdieu's theory of practice is subsequently employed to understand both Babatha's agency and the structural challenges posed by her successive inclusion in new kinship networks. [ABSTRACT FROM AUTHOR]

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Agri‐environmental policies in England stand on the threshold of significant change, with a new suite of Environmental Land Management schemes set to embody more of the 'public money for public goods' principle. In addition, two tranches of these schemes appear heading towards a more collaborative approch towards delivering these public goods—suggesting that landholder collaborations would be a vital key to achieving this goal on such a scale. Running in parallel with this policy change is a countryside that has been undergoing a transition over the past several decades. This has seen a growing diversification in landholder types ‐ prompting a re‐examination not only with regards to the range of landholders who should be recruited into public goods delivery but the incentivisation strategies needed to recruit them as well. In this article, we examine the limitations of the behavioural approach utilised by past agri‐environmental schemes to incentivise farmer uptake. We then propose the use of a Theories of Practice and Theory of Capital framework that shifts the approach towards a more targeted pattern of incentivisation, one which enables the recruitment of a much broader set of public goods providers into landholder collaboration. To demonstrate how this framework can be applied, we present a case study around a range of collaboration models. Our findings suggest that in order for collaborations to be sustained in the long term, policymakers will need to think more directly with regard to the different aspects of collaboration that different landholders place value in. This would ensure opportunities for various forms of capital to be generated or for the recrafting of practices through intervention points. We conclude that the recrafting of the collaborative conservation practice not only can be accomplished through its constituent elements but by changing its practitioners as well—as exemplified by the different configurations of landholders that make up each of our five models of collaboration. [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]

Even though risk-taking is a common and widespread social experience sociological theorizing on the concept is scarce. This contribution aims to systematize and advance understanding of risk-taking and its different forms and how these connect to social inequalities and the social machinery. It considers risk-taking in the context of the debate about Bourdieu's theory of practice and Archer's theory of morphogenesis before suggesting a conceptual framework that outlines different rationales, dimensions, and the role of agency for understanding risk-taking as an individual and as a collective activity. The concept highlights the ambivalent character of risk-taking as an expression and mode of reproducing inequalities and a crucial resource to overcome disadvantage and foster social change. [ABSTRACT FROM AUTHOR]

The journey to pursue and persist with a career in STEM is a complex process that begins at a young age, continues across secondary education and the end of school transition to university. Such decisions are influenced by a range of personal, social and environmental factors, highlighting the practical complexities of supporting young people in their transition to university. This paper explores the post-school transition of two students, one female and one male, with strong technological dispositions and aspirations to pursue careers in STEM fields. We focus on two STEM disciplines, Information Technology and Engineering, chosen by our participants. We employ the theory of practice (Bourdieu 1977) to analyse two students' experience of transition. The findings from these case studies are not intended to be generalised. Rather the in-depth stories and theoretical case analysis provides a nuanced account of transition to study STEM disciplines. Importantly, the pathways into university were not equal for the participants. Class and gender intersected with university structures to enable and constrain students' transition highlighting the significance of institutional supports within STEM disciplines to better support diverse students across the period of transition to university. [ABSTRACT FROM AUTHOR]

Zusammenfassung Der Beitrag diskutiert das Konzept der Beteiligungsregulation als Fluchtpunkt einer relationalen Reflexion von Weiterbildungsbeteiligung. Im Zentrum des Konzepts stehen unterschiedliche Bedeutungsgefüge, in denen Weiterbildung jeweils auf eine bestimmte Weise verortet ist und die sich regulierend auf Bildungsentscheidungen auswirken. Im Rahmen des Beitrags werden nun Lebensentwürfe als solche Bedeutungsgefüge analysiert: Auf Basis einer sinngenetischen Typenbildung (dokumentarische Methode) konnten drei Lebensentwurfsformen herausgearbeitet werden, in die ein pragmatisches (‚Pfad‘), ein affektives, selbstentfaltungsorientiertes (‚Drift‘) bzw. ein eher ambivalentes (‚Fügung‘) Verhältnis zu Weiterbildung eingelassen ist. Zugleich kommt der gegenwärtig zentrale (politische) Begründungsrahmen für Weiterbildung, lebenslanges Lernen, als spezifischer Kontext in den Blick, der seinerseits an der Beteiligungsregulation mitwirkt, insofern er verschiedene und in unterschiedlicher Weise anschlussfähige (teils implizit bleibende) Lern-Appelle umfasst. Die Reflexion dieser Anschlussmöglichkeiten stärkt sowohl die gegenwartsdiagnostische als auch die ungleichheitsanalytische Dimension des Konzepts der Beteiligungsregulation.

There is a consensus in educational, media and cultural studies research that digital media influence school and classroom cultures. However, it is often unclear how this can be empirically established. This article addresses the question of how digital artefacts function as ‚players‘ in the classroom. An ethnographic research project reconstructs teachers‘ media practices. The analyses reveal digital artefacts as persistent and resistant actors. This resistance becomes empirically visible less in the socio-medial or material practice of public teaching, but rather upstream in practices of lesson preparation. From this perspective, the agency of digital media in school practices is reflected upon. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature 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.)

Dominant debates and digital upskilling strategies in Scotland have been long underpinned by the notion that engagement with technologies can transform young people's lives. This paper offers a critique of such dominant understandings and contributes to the scarce research on the impact of technologies on disadvantaged young people's life chances. It reports on qualitative fieldwork exploring everyday lives, transitions and technology use amongst 22 NEET-identified Scottish young people aged 16–24, drawing on thinking tools from Bourdieu. Findings show that participants followed 'accelerated' transitions towards vocational pathways, whilst technologies played a liminal role in making occupational choices. Furthermore, processes underpinning the post-16 transitions policy field were found to strongly shape the young people's trajectories, directing them towards the least valuable options in terms of work and training. Concurrently, uncertainties about how to navigate the realm of work and perform the self in relation to the labour force constituted a common feature of participants labouring subjectivities and these were reflected in the ways they used technologies while looking for opportunities. However, even when the young people acquired digital employability skills, these had little impact on their transitions as the old social divisions were a much stronger influence. [ABSTRACT FROM AUTHOR]

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Suite à l'évolution des politiques en santé publique de plus en plus ressentie par les équipes de secteur de pédopsychiatrie comme un désamour de la part des tutelles, il semble important de préciser les missions des centres médico-psychologiques (CMP) pour enfants et adolescents et de témoigner, à l'attention des collègues et des partenaires, de la créativité de ces structures de plus en plus sollicitées par les usagers. Une journée d'étude s'est tenue à l'hôpital Ste-Anne à Paris en juin 2019 pour faire entendre les spécificités du travail de secteur en pédopsychiatrie. Participant à la première table ronde intitulée « du terroir au territoire », nous reprendrons ici ce que nous avons tenté de rendre plus visible de la pratique professionnelle en CMP, à partir de la mise en œuvre de savoirs associés, à l'heure où les politiques de santé publique se situent à l'échelle du territoire. Nous avons pu préciser dans quelles conditions et dans quelles situations le pédopsychiatre intervient. La place à laquelle il est mis et à laquelle il se met lui-même est étroitement liée au savoir qu'il détient et à l'expertise qui lui est conférée. Cette réflexion à portée épistémologique semble un détour pertinent afin d'éclairer sa prise de parole au plus près de la population. Following the evolution of public health policies, which are increasingly experienced by workers in this field as a lack of interest from the supervisory authorities, the aim was to clarify the missions of the medical-psychological centers (CMP) for children and adolescents and above all to testify, for the benefit of colleagues and partners, to the creativity of these structures, to which users are flocking. A study day on the specificities of sector work in child psychiatry was held at the Ste-Anne Hospital in Paris in June 2019. As a participant in the first round table entitled "From the land to the territory", I will take up here what I tried to make more visible regarding professional practice in CMPs, based on the implementation of associated knowledge, at a time when public health policies are situated at the territorial level. I set out how and where the child psychiatrist intervenes in the CMP. It depends on both his own knowledge and what is expected. This epistemological thinking could help the child psychiatrist to communicate directly with the people he serves. [ABSTRACT FROM AUTHOR]

Much of the debate in archaeological theory throughout the last decades has revolved around challenging problematic humanist principles that have shaped our discipline, particularly the idea that humans are masters over nature. Postprocessualists sought, among other things, to emancipate the human condition from this essentialist claim in part by exposing the historical and cultural situatedness of this humanist principle – an epistemological endeavour. In comparison, posthumanists have animated the material world (albeit in different ways) to decentre human beings in relation to long-forsaken nonhumans – an ontological agenda. While posthumanists accuse postprocessualists of practicing anthropocentrism and the latter accuse the former of occupying an ahumanist and anti-epistemological position, there are powerful commonalities in their critique of late humanist doctrines. The aim of this paper is to introduce a theory that exposes the illusory humanist claim of human control over nature and to recognise other forces with momentum besides human will, while at the same time giving prominence to questions about human knowledge and practice. Therefore, a connection is formed between postprocessualism and posthumanism and, as an ironic result, a theory of breakage is formulated. When we consider human participation with breakage, defined as those continuous and uncontrollable phenomena involving the unbinding of object form, we come to terms with a different form of anthropological understanding termed 'the social knowledge of breakage'. This constitutes an embodied form of knowledge, which is acquired and expressed practically from a young age about how objects break and how one must respond to these situations. This knowledge is exposed in both mundane and ceremonial practices, in linguistic and non-linguistic forms, shaping social practices in uncertain ways, and can be analysed according to three different strands. In this way, we become aware of the creative ways in which broken materials inadvertently affect our practices. [ABSTRACT FROM AUTHOR]

Many companies are currently investing in artificial intelligence (AI) because of its potential to increase customer satisfaction or financial performance. However, the success rates in implementing AI systems are low, partly due to technology-centric approaches that neglect work practices. This study draws on Bourdieu's theory of practice to highlight the potential power shift related to AI in customer relationship management, based on the concepts field, capital, and habitus. Two longitudinal case studies were conducted to understand the power shift related to AI implementation. These two AI systems were designed with the objective to support employees. However, subsequently, their implementation changed the balance of power with a significant shift towards more management control, resulting in a devaluation of employees' work practices. The paper discusses implications for theory and practice in terms of the discrepancies and power shifts following the introduction of AI systems to support customer relationship management. [ABSTRACT FROM AUTHOR]

Copyright of Report: Zeitschrift für Weiterbildungsforschung is the property of Springer Nature 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.)

Interview with Michael Grenfell, Emeritus Professor of Education at the University of Southampton, in which we discuss several aspects of his work and also Pierre Bourdieu’s, with whom Grenfell worked in the 1980s. The need for a more careful appreciation and application of Bourdieu’s approach is emphasized, taking into account also his philosophical project of offering a conversion of the worldview — a metanoia — for researchers attentive to questions of reflexivity. We also talk about the necessary adaptations in order to apply the theory of practice to our 21st century world. [ABSTRACT FROM AUTHOR]

This theoretical essay aims to analyze the ontological and epistemological assumptions of the philosophical approach to Theodore Schatzki's practice and the implications for studying the event of strategy in the organization. The use of Schatzki's philosophical approach, for practice-based strategy studies, presents advances in two main aspects: (i) recognition of the practices formally constituted in the organization and the emerging ones, which can shape the strategic results, and the network of practices that make up this event; and (ii) analysis of the strategist as a body/mind that "carries" and "performs" social practices and uses its know-how and knowledge according to the practice that participates. [ABSTRACT FROM AUTHOR]

Bourdieu’s theory of practice is a useful tool to understand people’s everyday behaviours, dispositions and habits. However, this theory struggles to explain how some people diverge from the social norms that structure their habitus. This article proposes an extension of Bourdieu’s theory of practice by incorporating Freire’s conscientisation, that is, a theory of how individuals develop a critically conscious awareness through engagement with the world around them. Here, we use young people’s engagement in activism as a case study to show how these two theories can work together. We analysed previous youth activism research articles to explore how the theory of practice and conscientisation can explain the representations made of young people’s activism. Combining the two theories allows an explanation of how and why the young people in the studies that we reviewed took pathways of alternative actions from within their habitus. We argue that by adding Freire’s conscientisation to Bourdieu’s theory of practice, young people’s activism can be understood as the development of a generational radical habitus.

In the current construction of critical theory of social work practice, recognition is a central explanatory concept. It informs critical practice as primarily relational, focused on providing respect and visibility for service users, and allowing their voices to be heard. However, while critical political theory emphasizes the ethical commitment to integrating recognition with redistribution, the focus on recognition in social work practice hinders the conceptualization of providing material support as a valuable practice. This gap may lead to the construction of direct social work as irrelevant for people living in poverty and social exclusion, who suffer from a lack of both recognition and redistribution. This article offers an integrated model for critical social work practice in which recognition and redistribution intersect. This model identifies four different types of casework practice: isolated emotional support, isolated material assistance, managerialist withdrawal, and critical practice, and contributes to the construction of a relevant theory of critical practice for social work. [ABSTRACT FROM AUTHOR]

In terms of meaning, rhetoric, and literature, the term "Esteghaseh" refers to requesting intercession. In ancient Arab literature, a type of poetry with the theme of supplication called "Esteghaseh" emerged, employing two spiritual and material instruments: "trusting" and "bonding," to seek a change in the target society's circumstances. The literary themes of Esteghaseh convey the social responsibility and artistic commitment of the poets, according to research by literature and literary history scholars. To gain a deeper understanding of why this type of poetry is written, it is evident that theories examining society's knowledge and specific people at the time will be useful. In this descriptive and analytical study, an attempt was made to utilize Pierre Bourdieu's sociological perspective. According to this theory, social commitment, action, and reaction reflect society's character. The sociological analysis of this crucial issue will disclose the impact of dominant social structures on the submissive class in society. Some verses on the subject of Esteghaseh led to uninformed behavior in the social structure during the age of ignorance and resistance to compulsions issued by the ruling class. Therefore, during Muslim rule in Andalusia, factors such as constant economic and political conflicts, moral corruption among rulers, attacks, and catastrophes resulting from crusades led to the development of this type of poetry and its evolution into an independent art form. Additionally, investigating why praise does not last as well as gradual disobedience and complaint against ruling laws with time can be done by taking into account praise for ruling class along with requests for help in this type of literature. [ABSTRACT FROM AUTHOR]

This paper seeks to advance the discussions involving the articulation between the theory of Sociotechnical Transitions and Practice Theory. The text tries to develop this articulation considering that it is possible to find in the literature notes that the Theory of Sociotechnical Transitions is a suitable partner to be articulated with the Theory of Practice. The proposition was tested in empirical research in which we sought to understand how consumption practices change from adopting photovoltaic energy consumption. The research is categorized as qualitative research. The study offers an interpretation of the object from the theoretical lens provided by Social Practice Theory and Sociotechnical Transitions, also known as Multilevel Perspective or "MLP." In total, 24 interviews were executed, 7 with integrators, 7 with quasi-prosumers, and 10 with prosumers. To analyze the data, content analysis was used. The study's findings demonstrate that sociotechnical systems are reconfigured from the introduction of a new practice to accommodate this newly incorporated practice. Additionally, some of the pre-existing methods are modified during this accommodation process. It is also possible to conclude that the sociotechnical dimensions can be helpful in studies of phenomena that involve the transition of habits, routines, behavior patterns, and practices, as they provide a model of assumptions for sociotechnical change. [ABSTRACT FROM AUTHOR]

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Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa 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.)

Bourdieu's theory of practice is a useful tool to understand people's everyday behaviours, dispositions and habits. However, this theory struggles to explain how some people diverge from the social norms that structure their habitus. This article proposes an extension of Bourdieu's theory of practice by incorporating Freire's conscientisation, that is, a theory of how individuals develop a critically conscious awareness through engagement with the world around them. Here, we use young people's engagement in activism as a case study to show how these two theories can work together. We analysed previous youth activism research articles to explore how the theory of practice and conscientisation can explain the representations made of young people's activism. Combining the two theories allows an explanation of how and why the young people in the studies that we reviewed took pathways of alternative actions from within their habitus. We argue that by adding Freire's conscientisation to Bourdieu's theory of practice, young people's activism can be understood as the development of a generational radical habitus. [ABSTRACT FROM AUTHOR]

The aim of the present article is to show the extent to which existing mindsets of religious plurality and good teaching, practice theory approaches and other factors influence and control the realization of teaching. For this purpose, a total of three cases were considered, one of which was documented and praxeologically analysed in this article, using the thick description according to Clifford Geertz. The identified characteristics were combined with two other educational videos in order to identify any parallels or differences. In this context, the development of real teaching practices in interreligious seminars were described based on a conclusion of the actors' programs of action and the concrete teaching situation at university. [ABSTRACT FROM AUTHOR]

This paper outlines the theory underpinning Waldorf L2 teaching and learning and shows that this approach requires performative methods. It provides a theoretical account that aligns with and underpins other articles in this issue of Scenario. It locates Waldorf language teaching within the overall frame of Waldorf pedagogy and its aims and in doing so the paper relates this approach both to Steiner’s educational ideas and to contemporary education science. The paper explains the thinking behind teaching two other languages from the age of six (grade 1) onwards and outlines the different approaches in the lower, middle and upper school. It supplements existing accounts within the Waldorf literature by opening this discourse to an interpretation of L2 pedagogy in the light of, for example, socio-cultural, usage-based approaches, the declarative/procedural model and complex dynamic systems theory and links the Waldorf approach to embodied cognition theory. The aim throughout is to explain why the Waldorf approach is or, in the author’s view, should be essentially performative.

Challenging the established practice and canons has never been an easy task, i. e. ”a walk in the park”. This paper attempts to provide reasons for believing that the complexity of the CLIL method requires a new type of teacher focused on scientific research, recording and monitoring of their practice. Teachers-researchers, in the spirit of the new era of knowledge, especially when it comes to university teaching or transformative teaching, promote the improvement of contextual language education based on a true understanding of all kinds of academic specificities. Appropriate theory of practice, in order to be useful and applicable, must be pragmatic and tailored to the specific needs of a particular classroom. The theory of practice, intended for CLIL lecturers working in certain unexplored circumstances, is additionally demanding because it expects teachers to improve their practice and often create their own teaching materials, which are missing and which do not seem to appear on the market soon. The teacher-researcher, in that sense, should first examine, describe, evaluate and improve his practice, going into the depth of understanding the linguistic contextual situation and the complex concept of teaching such as CLIL. If teachers, as the backbone of the teaching process, do not engage in the right measure and in the right way in creating their own teaching identity, there is a possibility that they will not succeed when it comes to creating the identity of their students either. This means elucidating all the elements of small and large culture, as well as elucidating and creating new forms of communication and discursive forms that the new language practice spontaneously imposes. Introducing myth into teaching practice is an attempt to create wider possibilities of the teaching process through myth, so that myth, as a rich pedagogical resource, will be used to develop critical spirit, improve learning in the field of major studies and form patterns of tolerant and quality communicative competence. The assumption that this is an ambitious task and that it implies additional time efforts was not left out. However, the dominant intention was that the new teaching materials contribute to the creation of the student’s expertise and personality, and that each segment of the work leads to a higher level of knowledge, communicative skills and cultural understanding. The research confirmed the interest, activation and positive attitudes of students who see myths as more modern and flexible forms of teaching. Students showed a willingness to cooperate, talk, debate in an area they know very little about and in a way, they have never learned a language. Taking into account all the results we have obtained, we unequivocally conclude that the initial research needs additional, subsequent consideration, in order to obtain an even higher level of quality in teaching and language application.

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Seeking to answer the question of what it is that nurses do, scholars researching nursing have worked with theoretical approaches ranging from the more abstract to the concrete: from philosophizing the nature of nursing to emphasizing the interpersonal nature of nursing practice to exploring processes of clinical decision‐making. In this paper, we engage with Bourdieu's theory of practice as an alternative approach that helps to understand the finer points of nurses' everyday practices of nursing as being grounded in an ontology of practice. We first outline the foundations of Bourdieu's thinking as he established both a relational philosophy of science and an embodied philosophy of action to develop the theory of practice around notions of habitus, capital and field. Then, using the inter‐relationships of these key elements of the theory of practice as a 'toolkit to think with', we explore an instance of nursing in practice in an acute care setting and show how, in taking account of social context, the dialectics between the elements reveal the social interactions that are accomplished in the doing. Moving to the relationships of these three elements with Bourdieu's further notions of illusio, symbolic power and symbolic violence, we uncover an ontology of nursing practices in the everyday. We conclude by summarising what this ontology of practice has to offer investigations into practices of nursing in any social context. [ABSTRACT FROM AUTHOR]

Over the past decade, government policies have placed significance on the development of school students' digital literacy as essential to their future participation in society. Yet, assessments of digital literacy continue to indicate that most young people use ICT in a relatively limited way, with varying patterns of digital literacy associated with family background. Drawing on the theory of practice, this qualitative study sought to examine the school-based digital literacy of four Australian primary school students from their own perspectives. Data were collected from home technology experience questionnaires, school-based digital literacy tasks and semi-structured interviews. The results of the study illuminated factors that worked to enable and constrain school-based digital literacy including students' home and school experiences with digital technologies and the different ways that students were able to leverage such experiences. The authors consider the implications for curriculum and pedagogy and provide suggestions for further research. [ABSTRACT FROM AUTHOR]

Many researchers have tended to reckon whisking tea method in Song dynasty as the literati's pervasive practice, believing that the consumption of tea and utensils was the representation of their social status and identity recognition. However, they have failed to notice the fact that both whisking tea method and boiling tea method were practiced by the literati at the same time in Song Dynasty. Though these two methods inherited the spirit of Lu Yu in Tang Dynasty to pursue the purity of tea, but the display of materials was of great difference. The practice of whisking tea valued the realization of materiality, while that of boiling tea thought highly of personality. Therefore, the former tended to lay emphasis on the beauty of tea utensils, the high quality of tea products and the exquisite technique of whisking method; while the latter stressed the simplicity of tea utensils, the unsophisticated skill of boiling method and the admiration of distinguished tea man. The difference between whisking tea method and boiling tea method reveals that the display of things is not just the reflection of social or cultural order. On the contrary, the meaning of things and cultural order are confirmed and renewed through the practice of people. [ABSTRACT FROM AUTHOR]

In this paper the author analyses the forms of space in Pierre Bourdieu's field theory, looking in particular at the way they relate to one another and at the spatial aspects of the literary field in his book The Rules of Art: Genesis and Structure of the Literary Field. The first of these forms is what Bourdieu calls the "social space" and "social field", each of these referring to a structure of positions that exists objectively yet does not exist (primarily) in physical space or real (physical) interactions between social agents. In order to make this structure intelligible, Bourdieu creates various spatial schemata that range from simple diagrams to sophisticated visualisations based on multiple correspondence analysis. The relationship between this structure and physical/geographical space is a complicated matter, since relations in the social space or social fields will not necessarily coincide with actual spatial distances or proximities. Nevertheless, Bourdieu demonstrates – especially in the last period of his career – that it is necessary to study the relations among agents and the objectified forms of capital as they play out within physical/geographical space. The last part of the paper deals with the complicated relations of the three spatial aspects of Bourdieu's field theory as they are applied to the literary field. In this respect, the most interesting part of The Rules of Art is the "Prologue". In the rest of the book, spaces that are characteristically physical, such as salons and cafés, give way to non-spatial aspects of the literary field, above all literary texts, which Bourdieu conceives of as a privileged form of "position-taking" on the part of social agents.

• Pedagogical practices are based on establishing commitment. • Contractual pedagogy corresponds to a contract-based social order. • Contractual pedagogy aims at democratizing pedagogical relationships. • Contractual pedagogy involves a pedagogic process of collective subjectivation. • Contractual pedagogy does not represent the kind of pedagogical ‘counter-model’ familiar to progressive pedagogies that aspire towards democratic codetermination. Purpose: This article investigates the establishment of commitment in pedagogical practices through what are known as ‘behavioural contracts’. Such contracts are seen as a participatory element of democratic pedagogy and are linked to the aim of strengthening students’ self-determination. The objective is to demonstrate that as a pedagogical phenomenon, contractual pedagogy is oriented towards a practice of self-control achieved through external control, assuming a basis of sovereignty and reason. Methodology: The article provides an investigation of material from an ethnographic research project in Germany on social learning in school-based pedagogical contexts. The study is informed by practice theory, theory of school and theory of social pedagogics. Findings: This article argues that contractual pedagogy as a subjectivising constellation is primarily directed towards re-establishing the pre-existing institutional order. It demonstrates that contractual pedagogy can neither be understood as a particularly participatory method of democratic pedagogy, nor as a governmental power strategy, but as a subjectivising exercise that introduces students to a central tenet in modern societies. Through this, connections are formed between specific forms of (collective) subjectivation. Research implications: Further theoretical and empirical analyses are required, which make other pedagogical impulses, such as an ethics of care or the critique of the subject, fruitful for Democratic Pedagogy.

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Objetivo: considerando as atuais edições do Rock in Rio, o artigo identificou como ocorrem e se configuram as práticas de consumo no Festival. Métodos: entrevistaram-se consumidores que já frequentaram o Festival, e utilizou-se da técnica de análise de narrativas para descrever a estrutura de governança e elementos materiais que geram a inteligibilidade prática do consumo. Resultados: as narrativas são expostas em cinco momentos: a contextualização histórica; o processo de compra de ingressos; os preparativos necessários; a chegada até o local; e os itinerários mediante os objetivos dos consumidores no Festival. Para situar as narrativas em uma perspectiva cronológica, apresenta-se uma linha do tempo associada com os elementos geradores de inteligibilidade prática do consumo. Conclusões: compreender as narrativas dos consumidores do Rock in Rio em uma perspectiva teórica das práticas de consumo, pode trazer benefícios para a organização do Festival e resultar em uma melhor experiência ao consumidor. [ABSTRACT FROM AUTHOR]

The article addresses the problem of reciprocity in homoerotic relationships in classical Athens. According to the more traditional approach, the 'pecking order model', these typically asymmetrical relationships almost inevitably involved humiliation of one of the partners, who literally or metaphorically assumed a passive and therefore 'unmanly' role. Although more recent studies tend to underline the artificial character of these scholarly reconstructions, they still fail to account for the nuances of ancient homoerotic courtship. I argue that some sources often used by scholars as reflecting negative attitudes towards homoeroticism may actually testify to the existence of very clear rules of highly valued and praised behaviours of passive partners. These rules formed an implicit ' grammar' of social actions but were never explicitly codified. [ABSTRACT FROM AUTHOR]

Purpose: This article investigates the establishment of commitment in pedagogical practices through what are known as 'behavioural contracts'. Such contracts are seen as a participatory element of democratic pedagogy and are linked to the aim of strengthening students' self-determination. The objective is to demonstrate that as a pedagogical phenomenon, contractual pedagogy is oriented towards a practice of self-control achieved through external control, assuming a basis of sovereignty and reason. Methodology: The article provides an investigation of material from an ethnographic research project in Germany on social learning in school-based pedagogical contexts. The study is informed by practice theory, theory of school and theory of social pedagogics. Findings: This article argues that contractual pedagogy as a subjectivising constellation is primarily directed towards re-establishing the pre-existing institutional order. It demonstrates that contractual pedagogy can neither be understood as a particularly participatory method of democratic pedagogy, nor as a governmental power strategy, but as a subjectivising exercise that introduces students to a central tenet in modern societies. Through this, connections are formed between specific forms of (collective) subjectivation. Research implications: Further theoretical and empirical analyses are required, which make other pedagogical impulses, such as an ethics of care or the critique of the subject, fruitful for Democratic Pedagogy. [ABSTRACT FROM AUTHOR]

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