Academic literature on the topic 'Cultural capital, aspiration, habitus'
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Journal articles on the topic "Cultural capital, aspiration, habitus"
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Scandone, Berenice. "Re-thinking aspirations through habitus and capital: The experiences of British-born Bangladeshi women in higher education." Ethnicities 18, no. 4 (June 13, 2018): 518–40. http://dx.doi.org/10.1177/1468796818777541.
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Since the turn of the century, young people’s aspirations have featured prominently in UK education policy and practice. Governments of all sides have espoused a rhetoric and enacted initiatives which have tended to focus on somehow ‘correcting’ the aspirations of students of working-class and minority ethnic origins. This paper applies a Bourdieusian framework to the analysis of the education and career aspirations of British-born young women of Bangladeshi heritage in higher education. In doing so, it advances a theoretically informed understanding of aspirations, which accounts for the multiple factors that contribute to shape them as well as for the relative implications in terms of future pathways. Drawing on interviews with 21 female undergraduate students, and building on Bourdieu’s notions of habitus and capital, I conceptualise aspirations as an aspect of habitus. I argue that this conceptualisation allows light to be shed on the ways in which multiple, intersecting dimensions of social identity and social structures play out in the shaping, re-shaping and possibly fading of aspirations. Additionally, it enables us to examine the mutually informing influences of aspirations and capital on practice. Findings indicate that the valuing of education and social mobility expressed by those of Bangladeshi and other minority ethnic origins are integral to collective constructions of ‘what people like us do’, which are grounded in diasporic discourses. They also illuminate the significance of social and cultural capital for young people’s capacity to aspire and actualise aspirations, as these contribute to delineate their ‘horizons for action’. This suggests that by failing to adequately recognise how structural inequalities inform differential access to valued capital, prevailing policy and practitioners’ approaches attribute excessive responsibility to students and their parents. The notion of ‘known routes’ is in this respect put forward as a way to make sense of aspirations, expectations and pathways, and the role of institutions in forging possible futures is highlighted.
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Forsberg, Sara. "Educated to be global: Transnational horizons of middle class students in Kerala, India." Environment and Planning A: Economy and Space 49, no. 9 (July 10, 2017): 2099–115. http://dx.doi.org/10.1177/0308518x17718372.
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The growing young middle class in India is often portrayed as encompassing a ‘global sensitivity’. International mobility is one strategy for middle class families to gain a positional advantage on a competitive labour market. Negotiating place attachment and global horizons may create a range of possibilities often attached to discourses of individualization and self-realization. This paper analyses young people’s dispositions towards mobility in the transition from education to work by drawing on Bourdieu’s central concepts of symbolic capital and habitus. Interviews with students in higher secondary school in Kerala’s state capital Thiruvananthapuram, southwest India, covered broad themes like future expectations, skills and knowledge, everyday whereabouts and family life which were discussed in relation to a perceived activity space. I argue that young people’s future aspirations are shaped in a profound way by the history of Kerala’s in and out migration, and draw attention to differences within the middle class where transnational capital distinguishes rather than unifies ‘Indian youth’. Furthermore, this paper unpacks the complex, variegated images of different cities, countries and regions as symbols of cultural or economic capital in Malayali students’ expectations of their future education and employment.
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Yallew, Addisalem Tebikew. "Expanding use of the English language for research and its Implications for Higher Education Institutions and Researchers." Journal of Comparative & International Higher Education 11, Winter (March 15, 2020): 209–12. http://dx.doi.org/10.32674/jcihe.v11iwinter.1556.
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The knowledge era or the knowledge society has made universities one of the central institutions for the production of new knowledge and scholarship. In line with this development, many African universities, that were often regarded as teaching-learning laden, are reorienting their mission and vision embracing research intensiveness as one of their aspirations with the goal of becoming globally or regionally competitive and locally relevant. This qualitiative research focusing on the use of the English language for research in selected African flagship universities in Ethiopia, Mozambique and South Africa is conducted against a backdrop where questions related to research productivity are becoming more central not only to higher education institutions but to higher educational research pertaining to the continent. Pierre Bourdieu's concepts of capital, field, and habitus in general and specifically that of linguistic capital as an aspect of cultural capital are used to inform the conceptualization and the analysis of the research. To explore issues pertaining to the interlinked concepts of language and (de)colonization in research, postcolonial perspectives on language and education are used to guide the study. The study is expected to contribute to our understanding of (English) language and research in African higher education.
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Birtwell, Jonathan, Robin Duncan, Jennifer Carson, and Jessica Chapman. "Bridging the Gap Between Secondary and Tertiary Education for Students with Refugee Backgrounds with Bourdieu." Journal of Comparative & International Higher Education 12, Winter (December 8, 2020): 112–39. http://dx.doi.org/10.32674/jcihe.v12iwinter.1954.
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Although progress has been made in increasing access at the primary and secondary level, only 1% of youth with refugee backgrounds are enrolled in tertiary education compared to 36% globally. Recent research suggests that tertiary education is fundamental in restoring dignity, security and hope for students with refugee backgrounds as well as preventing engagement with harmful fundamentalist ideologies. Given these potential benefits it is essential to better understand the barriers and develop initiatives to improve participation of students with refugee backgrounds in tertiary education. The main challenges faced by such students in Malaysia are a lack of information about existing opportunities, poor knowledge of the application process and insufficient soft skills required to gain access. This paper presents a case study of the CERTE Bridge Course in Malaysia, which was designed to address the above challenges and ‘bridge’ the gap between secondary and tertiary education for students with refugee backgrounds. Bourdieu’s theory of capital, habitus and field is used to explore the impact of the CERTE Bridge Course on participant’s success in achieving access to higher education. The research used pre- and post-surveys with each cohort to understand educational attainment, goals and interests and allow participants to self-assess development in soft skills. It is argued that the CERTE Bridge Course helped students navigate access to higher education by providing ways for them to develop social capital through improved communication skills and access to a network of sympathetic higher education admissions officers. Students also developed cultural capital and developed their habitus in a way that allowed them to negotiate access by presenting their skills in more recognisable ways in the field of higher education in Malaysia. Finally, the research highlights several immovable barriers in the field and identifies lesser discussed forms of capital, such as aspirational and resilience, as playing an important role in facilitating access.
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Steinmetz, George. "Bourdieu, Historicity, and Historical Sociology." Cultural Sociology 5, no. 1 (March 2011): 45–66. http://dx.doi.org/10.1177/1749975510389912.
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This article examines Bourdieu’s contributions to history and historical sociology. Bourdieu has often been misread as an ahistorical ‘reproduction theorist’ whose work does not allow for diachronic change or human agency. The article argues that both reproduction and social change, constraint and freedom, are at the heart of Bourdieu’s project. Bourdieu’s key concepts — habitus, field, cultural and symbolic capital — are all inherently historical. Bourdieu deploys his basic categories using a distinctly historicist social epistemology organized around the ideas of conjuncture, contingency, overdetermination, and radical discontinuity. The origins of Bourdieu’s historicism are traced to his teachers at the École Normale Supérieure and to the long-standing aspirations among French historians and sociologists to unify the two disciplines. The historical nature of Bourdieu’s work is also signalled by its pervasive influence on historians and the historical work of his former students and colleagues. Bourdieu allowed sociology to historicize itself to a greater extent than other French sociologists.
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Stronach, Megan Marie, and Daryl Adair. "Lords of the Square Ring: Future Capital and Career Transition Issues for Elite Indigenous Australian Boxers." Cosmopolitan Civil Societies: An Interdisciplinary Journal 2, no. 2 (June 16, 2010): 46–70. http://dx.doi.org/10.5130/ccs.v2i2.1512.
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In Australia a serious and widely documented statistical gap exists between the socio-economic circumstances of the country’s Indigenous and non-Indigenous populations. Areas of divergence include life expectancy, health, housing, income, and educational opportunity and employment. This has made career attainment problematic for most Aboriginal people. Among male Indigenous people, professional sport is portrayed as one of the few realms in which they can prosper. This is particularly true in the major football codes – Australian Rules and rugby league – and a feature of elite-level boxing, where Indigenous fighters are also statistically over-represented. However, while sport has provided opportunities for a small number of talented Indigenous athletes, it has rarely been a pathway to lifelong prosperity. This paper contends that as a result of over-reliance on an abundant bank of physical capital, Indigenous Australian boxers are particularly vulnerable to potential occupational obsolescence should their bodily assets erode more quickly than envisaged. Drawing on an Indigenous concept, Dadirri, to inform a wider interpretive phenomenological approach, the paper examines retirement experiences of fourteen elite male Indigenous Australian boxers; the goal of this research is to understand their post-sport career decision making. In this respect, Pierre Bourdieu’s concepts of habitus, capital and field are utilised to frame and interpret the capacity of Indigenous boxers to develop sustainable career pathways – which we describe as future capital – during their time as elite athletes. For this group of athletes, being an Indigenous person was found to be a significant factor in their decision-making to enter the sport, which may then leave them open to exploitation within the field. Many boxers find their engagement with education and vocational training remains restricted to occupations that complement an Indigenous sense of cultural capital. This involves, as with other ethnocultural groups, particular notions of kinship and family obligation that in turn shape individual aspirations and behaviours. Indigenous Australian boxers remain largely unaware or removed from the possibility of pursuing career pathways beyond those that draw upon or accentuate their physicality.
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Huang, Xiaowei. "Understanding Bourdieu - Cultural Capital and Habitus." Review of European Studies 11, no. 3 (August 7, 2019): 45. http://dx.doi.org/10.5539/res.v11n3p45.
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This research paper aims at providing a brief and exemplified introduction of the French sociologist Pierre Bourdieu’s two particularly important theoretical concepts: Cultural Capital and Habitus. Cultural capital, according to Bourdieu, is gained mainly through an individual’s initial learning, and is unconsciously influenced by the surroundings (Bourdieu, 2000). In the case of habitus, it relates to the resource of knowledge (Bourdieu 1990). Knowledge is about the way how people view and understand the world, which is gained via a specific culture that an individual lives in. While also showing how Bourdieu’s work on economic capital, social capital and cultural capital can help us to understand the contemporary world and its practices.
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Olivieri Lopes Carmignolli, Andreza, Luci Regina Muzzeti, Laís Inês Sanseverinato Micheleti, and Andreza Marques de Castro Leão. "A influência do capital cultural no desempenho escolar." Educação em Foco 22, no. 38 (December 27, 2019): 223–40. http://dx.doi.org/10.24934/eef.v22i38.2919.
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Este trabalho é um recorte do projeto de pesquisa intitulado A influência dos capitais cultural, social e econômico no sucesso da trajetória escolar, que tem como objetivo comparar o desempenho escolar dos alunos do ensino médio, de uma escola pública da rede estadual de ensino do município de Araraquara/SP, com as funções e relações que a escola tem para cada fração de classe. Essas funções são observadas nos mecanismos de transformações sociais e culturais. Os estudos de Pierre Bourdieu nortearam o trabalho, a partir dos conceitos de habitus, ethos, capital cultural, capital social e estratégias de reprodução. A pesquisa está sendo feita com base em uma abordagem qualitativa, tendo como objetivo analisar os conceitos de capital econômico, capital cultural, capital social e habitus, desenvolvidos no interior da família frente à cultura escolar e à reestruturação desse habitus.
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Fernandes, Maria Helena Silva, and Marlene Barbosa de Freitas Reis. "EDUCAÇÃO INFANTIL E FORMAÇÃO DE PROFESSORES A PARTIR DOS CONCEITOS DE CAPITAL CULTURAL E HABITUS EM BOURDIEU." Fragmentos de Cultura 26, no. 3 (October 13, 2016): 427. http://dx.doi.org/10.18224/frag.v26i3.4661.
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neste artigo apresentamos algumas reflexões sobre a formação e atuação docente através do conceito de capital cultural e habitus de Pierre Bourdieu. Estes conceitos permearam o tema de Trabalho de Conclusão de Curso (TCC), intitulado ?Capital Cultural e a constituição do habitus docente na Educação Infantil. Para tanto, abordamos uma parte da revisão conceitual, capital cultural e habitus, utilizados por Bourdieu, a fim de identificar os elementos que estão imbricados na constituição da docência na Educação Infantil.
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Punia, I. Nengah, Ni Luh Nyoman Kebayantini, and Wahyu Budi Nugroho. "Nyepi di Kampung Muslim Al-Amin: Leksikon Dinamika Sosial Toleransi Beragama di Denpasar, Bali." Jurnal Kajian Bali (Journal of Bali Studies) 8, no. 1 (April 29, 2018): 159. http://dx.doi.org/10.24843/jkb.2018.v08.i01.p09.
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This research examines the habitus creation in the neighborhood of Al-Amin which is located at Banjar Sanglah, Denpasar City. This neighborhood evidently is able to actualize the inter-religious harmony since 1970 until now. In the related study, the concept of habitus from Pierre Bourdieu with formulation (Habitus x Capital) + Field = Practice was applied, while adopted the ethnography method. Through the conducted study, Bourdieu’s concept of habitus was able to explain the cognitive structure of various actors who play an essential role in the creation of the Al-Amin neighborhood, starting from the system of symbolic capital disposition, social capital, economic capital and cultural capital. Furthermore, the continuous harmony in the neighborhood of Al-Amin is due to its strong social and cultural capital. However, the harmony is inseparable from the framework between majority with minority, thus the character of social capital and especially the cultural capital in the neighborhood of Al-Amin tend to coopt other forms of capital.
Dissertations / Theses on the topic "Cultural capital, aspiration, habitus"
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UBOLDI, ANNA. "Sociogenesi della vocazione artistica. Capitale culturale e habitus negli studenti delle scuole d’arte." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2016. http://hdl.handle.net/10281/111540.
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This research explores the educational experiences by means of a qualitative perspective with in-depth interviews and focus groups to young pupils and their parents. The research takes place in, private and public, secondary art schools in Milan. I define art in the space of educational choices, in a Bourdieusian perspective. Young pupils’ choice to study the plastic art represents the primary interest in my research. The artistic pathway is problematized as atypical, an against the grain experience characterized by both manual and intellectual dimensions. I study the meanings of this choice, the educational representations and attitudes of the students, and their parents, as well as the ambitions on the future. I will investigate the school choice, learner identity and the creative aspiration as classed concepts by means of cultural capital tool. I intend to consider how the educational and professional projects are linked to class identity and to neoliberal order. I want to study the class differences in the way in which students orient themselves towards creative educational routes and professional futures. In sum, I will explore the role of secondary art school to reproduce the social differences in terms of educational and professional aspirations.
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Oliveira, Maria Fernanda Celli de [UNESP]. "Trajetória social e sexualidade: a estruturação da identidade de gênero na educação infantil." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/149966.
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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
Esta pesquisa visou a analisar, com base nas trajetórias sociais de três agentes escolares, como a herança cultural e familiar tendem a influenciar na estruturação do habitus em relação às questões de gênero de cada agente, interferindo também no processo de estruturação das crianças da educação infantil, sejam enquanto filhos ou alunos inseridos na Instituição Pública de uma cidade de médio porte do interior paulista, unidade escolar de atuação dos agentes analisados. Apoiado nas concepções de Pierre Bourdieu, este estudo buscou desvendar na práxis como os conceitos de habitus, capital econômico, capital social, capital cultural, herança cultural e ethos podem intervir nas questões relacionadas ao gênero desde a mais tenra idade. Na análise dos dados que foram obtidos com as entrevistas semiestruturadas realizadas com os agentes escolares foi empregado o método praxiológico, também desenvolvido pelo sociólogo e sua equipe. Para uma melhor compreensão da pesquisa, foram utilizadas seções que vão desde a apresentação dos principais conceitos que embasam o trabalho, tais quais desenvolvidos por Bourdieu, até a apresentação e análise dos dados. Assim, buscou-se com este estudo identificar e ressaltar como pode se dar a estruturação do gênero feminino e masculino, desvelando, assim, como o meio social do qual os agentes são oriundos interfere nesse processo tanto pessoal, quanto em relação às crianças com as quais esses agentes têm contato.
This study aimed to analyze, considering the social trajectory of three school agents, how the family and cultural heritage tend to affect the structuring of the habitus regarding the gender issues of each agent. Besides that, it tends to interfere on the structuring process of the early childhood education children, whether as students or children inserted in the public institution of a Sao Paulo inland medium-sized city, school unit where the analyzed agents act. Based on Pierre Bourdieu’s conceptions, this study aimed to unravel in praxis how the concepts of habitus, economic capital, social capital, cultural capital, cultural heritage and ethos may intervene on gender related issues since the early age. In the data analysis obtained with the semi-structured interviews held with the school agents, it was applied the praxeological method, also developed by the mentioned sociologist and his team. For a better understanding of this research, it was used sections that go from presentation of the main concepts that substantiated this work, such as those developed by Bourdieu, until the data presentation and analysis. Thus, this study sought to identify and highlight how both feminine and masculine genders can be structured, revealing how the social environment of which the agents are part of interferes in this personal process as well as regarding the children they have contact with. This makes possible the signaling of how these issues have been treated in and out of school.
CNPq: 831620/1999-4
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Rocha, Eliton da Costa. "Condições para a aquisição do capital cultural no ensino médio." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/100/100135/tde-11032016-124505/.
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Esta pesquisa analisou as dinâmicas internas em torno do ingresso em uma ETEC (Escola Técnica Estadual) bem conceituada no município de Franco da Rocha na periferia da região metropolitana de São Paulo. A partir de uma análise que buscou compreender a cultura escolar desta instituição por meio de um estudo sobre características sócio-demográficas dos estudantes e de observações de caráter etnográfico do contexto escolar. A expansão do acesso ao ensino superior, o aumento da concorrência nos vestibulares, juntamente com a baixa qualidade das escolas públicas do Ensino Médio, criaram novas tendências nas estratégias de entrada dos alunos nas grandes universidades paulistas. Entre elas, estas escolas públicas diferenciadas que oferecem o curso de ensino médio, configuram-se como uma alternativa de ensino público secundário que possui as maiores notas nos exames de qualidade no ensino (ENEM) e bons resultados na aprovação de seus estudantes nos vestibulares como a FUVEST. A partir da experiência como professor de uma ETEC, esta pesquisa busca compreender as dinâmicas e os dispositivos mobilizados para o ingresso em uma destas instituições na periferia da Grande São Paulo, destacando e acompanhando as iniciativas de engajamento de professores e alunos em um cursinho pré-ETEC que acontece em uma escola pública, de maneira voluntária e acompanhando as dinâmicas desta ETEC. Nesta pesquisa podemos perceber o resultado destas iniciativas em torno do ensino médio e seu impacto social nestes grupos analisando suas trajetórias e sua dinâmica cultural internaThis research analyzed the internal dynamics around the ingress in a reputable ETEC (State Technique School) on the county of Franco da Rocha, on the outskirts of the metropolitan area of São Paulo. From an analysis that went after understanding the school culture of this institution through a study about the socio-demographic characteristics of students by ethnographic methodology. The expansion of the access to higher education, the rise of competition in acceptance exams along with the low quality of high school public institutions, created new tendencies on the strategies for the admission of students in great São Paulo universities. This differentiated public institutions that offers high school, are configured as an alternative of public secondary education that have the highest grades on education quality exams (ENEM) and good results on approvals of it\'s students on admission exams like FUVEST. From the experience as a teacher from ETEC, this research go after understanding the dynamics and mobilized devices for the entrance in one of this institutions on the outskirts of Grande São Paulo, highlighting and following the initiatives of teachers and students engagement on preparatory classes for ETEC that happens in public schools, voluntarily and following the dynamics of this ETEC. In this research we can see the result of this initiatives around the high school and its social impact in these groups analyzing their trajectories and their internal cultural dynamics
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Gondinho, Marta Rochelly Ribeiro. "TrajetÃrias biogrÃficas: o habitus leitor de professoras em Teresina-PI." Universidade Federal do CearÃ, 2010. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=4988.
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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgicoEsta pesquisa à um estudo sobre o habitus leitor de professoras desenvolvido atravÃs de suas trajetÃrias biogrÃficas. De cunho qualitativo a pesquisa propÃs-se analisar a constituiÃÃo do habitus leitor de professoras da rede pÃblica e privada de ensino de Teresina â PiauÃ. Sob a Ãgide da indagaÃÃo de como se constituiu o habitus leitor, buscou-se compreender qual a relaÃÃo do capital cultural com a trajetÃria leitora de professoras. Amparou-se teoricamente na sociologia de Pierre Bourdieu (1992, 1994, 1998, 2007), sobre o conceito de capital cultural, habitus e as contribuiÃÃes da Praxiologia. Utilizou-se ainda os postulados da sociologia da leitura de Bernard Lahire (1997, 2002, 2005, 2006) acerca do conceito de disposiÃÃes, experiÃncias socializadoras e dissonÃncia, bem como na histÃria cultural preconizada por Roger Chartier (2002), sobre a leitura como uma prÃtica cultural historicizada. Para constituir as trajetÃrias, realizou-se entrevistas narrativas pela metodologia da histÃria oral e pela abordagem investigativa da histÃria de vida. Para apropriaÃÃo do perfil dos sujeitos aplicou-se um questionÃrio a quatro professoras entrevistadas. A constituiÃÃo das trajetÃrias permitiu desvelar as experiÃncias de leitura e sua relaÃÃo com a incorporaÃÃo das disposiÃÃes, dando suporte para compreender que existem implicaÃÃes diretas da aquisiÃÃo do capital cultural na formaÃÃo do leitor. Foi possÃvel destacar tambÃm que o significado da leitura para o leitor à constituÃdo atravÃs de suas prÃticas sociais e culturais, continuamente proporcionado por atividades socializadoras, desconstruindo em alguns casos a idÃia de reproduÃÃo, ressaltando as vozes dissonantes, cabendo por tanto novas apropriaÃÃes para o conceito de capital cultural. Em consideraÃÃes finais, esta pesquisa instigou o deslocamento da formaÃÃo leitora para o leitor em sua singularidade reconhecendo o lugar das experiÃncias culturais nesta formaÃÃo.
This is a research about the reading habitus of teachers developed along their biographic trajectory. The research has a qualitative aspect, which proposed to analyze the constitution of the reading habitus of teachers of the public and private teaching board of Teresina â PiauÃ. Under the questioning on how the reading habitus was constituted, it was searched to understand which was the relation between the cultural capital and the reader trajectory of teachers. It was supported by the Sociology of Pierre Bourdieu (1992, 1994, 1998, 2007), about the concept of cultural capital, habitus and the contributions of Praxiology. It was still used the proposal of the Sociology of reading of Bernard Lahire (1997,2002, 2005,2006) about the concept of dispositions, socializating experiences and dissonance, also in the cultural history recommended by Roger Chartier (2002), about the reading as a cultural historicized practice. To constitute the trajectories, it was made narrating interviews by the methodology of the oral history and by the investigative approach of the history of life. For the appropriation of the profile of the subjects, it was applied a questionnaire to four interviewed teachers. The constitution of the trajectories permitted to revel the experiences of reading and its relation with the incorporation of the dispositions, giving support to understand that there are direct implications of the acquisition of the cultural capital in the formation of the reader. It was also possible to detach that the meaning of the reading to the reader is built through his/her social and cultural practice, continuously proportioned by socializating activities, deconstructing in some cases the idea of reproduction, emphasizing the out of tune voices, therefore fitting new meanings for the concept of cultural capital. In final considerations, this research stimulated the moving of the reading formation to the reader in its singularities identifying the place of the cultural experiences in such formation.
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Shobrook, Russell Andrew John Roy. "Greenies, growlers and goffers : the development of the Royal Navy habitus." Thesis, University of Plymouth, 2017. http://hdl.handle.net/10026.1/9700.
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This thesis applies the theoretical perspective of Bourdieu to investigate the development of a Royal Navy habitus. It is one of the first studies to uncover distinct social processes within the Royal Navy that otherwise would have largely remained unknown to a wider academic audience. An ethnographic methodology was used to investigate the attitudes of serving members of the Royal Navy using an approach that was informed by the Biographical Narrative Interview Method (Wengraf 2001). In my analysis, I constructed a complex picture of how individuals develop a particular habitus, showing how the interplay between the institutional and individual habitus influences the process and pattern of their choice making. Through the development of the institutional habitus and its internalisation by each person, the previously unthinkable becomes possible, the possible becomes routine and not doing the routine, unthinkable. This sets the pattern for subsequent behaviours which are passed on to the next generation. Although each reproduction is subtly different it falls within the broader outline of the institutional habitus as constituted at that time. The Royal Navy creates aspiration through division by developing competition between the different ranks of its personnel within the organisation. Strong familial relationships, kinship bonds and the development of an affective dimension through traineeship produce the Royal Navy habitus that becomes the structuring principle for agents’ future career development. Through the imposition of an institutionally defined cultural capital, agents engage in this process in order to realise their career ambitions.
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Johnson, Victoria. "Policy, practice and assessment : revealing the relationship between the GCSE English assessment and educational reproduction." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/policy-practice-and-assessment-revealing-the-relationship-between-the-gcse-english-assessment-and-educational-reproduction(f1fcbd10-8812-4a70-8c09-24e50676b648).html.
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The impact of neo-liberalism on education policy and practice in England means that assessment at GCSE is higher stakes than ever, not just for the students, for whom it determines access to courses and jobs, but for teachers and schools under ever-increasing pressure to meet performance targets. Given the published evidence regarding the strong relationship between family background, academic achievement and future income, this research considers how the GCSE English assessment contributes to the maintenance of the status quo with regards to advantage and disadvantage. The details of the assessments, the structures of the assessment systems as well as the impact of those systems on schools, teachers and students are matters of policy, hence this research is within the tradition of policy scholarship. In it I set out to engage with and understand policy, and to reveal its impacts through the lens of Bourdieusian thinking. I use interview data from students, teachers and examiners as well as documentary analysis of examination papers and mark schemes in order to give voice to those with lived experiences of the assessment and to explore the case of GCSE English assessment from multiple perspectives. I use the data to examine the ways in which the assessment privileges a culturally specific form of English in a way that necessarily includes and excludes particular groups of students. I reveal how the assessment advantages students with wide world knowledge and privileges the ability to instinctively access formal discourse. Through examining the ways in which teachers, students and examiners conceptualise English GCSE I reveal the relationships between assessment, curriculum and classroom practice and thus uncover the impacts that policy is having on teaching and learning and on teachers and students. As a result I recommend changes in policy as well as in teaching and assessment practices: I recommend that awarding organisations review their procedures to ensure that a greater range of voices informs assessment procedures; I recommend a shift in emphasis in the GCSE English assessment to focus on an understanding of language and the relationships between discourse and power; I recommend that teachers find ways within the classroom to enable students to use their funds of knowledge; and finally, regarding policy, I recommend an open conversation about what is taught, assessed and measured and for what purposes.
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Harris, Krystal. "Transnational Parenting and Cultural Capital : A qualitative study on cultural capital and parenting strategies of English-speaking migrants in Sweden." Thesis, Stockholms universitet, Sociologiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-168984.
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This study explores how English-speaking migrant parents in Sweden value transnational and linguistic cultural capital, and how they draw upon their own cultural resources in order to help their children acquire these forms of capital and inculcate a habitus. Bourdieu’s theory of cultural capital, social capital and habitus are used in a qualitative study in order to investigate how parents cultural capital was valued in the new cultural context, how they acquired new, more relevant capital for themselves, and how this shaped the aims, expectations and strategies they had to help their children acquire valued forms of capital. Despite possessing a valuable form of linguistic capital, parents sometimes felt themselves to be limited within the Swedish setting, however this was justified due to the opportunities seen to be available for their children. Parents expressed they wished their children to develop a global perspective and develop skills and knowledge that would allow them to operate in transnational settings. In a rapidly changing world, it was difficult to know which skills would be required, but due to their knowledge of multiple national contexts, they felt that they were in a good position to help their children acquire the forms of capital that had been useful for them in their own experiences of migration. The parents negotiated these multiple national settings, taking what they saw as valuable from each, thereby helping their children’s acquisition of both linguistic and transnational capital.
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De, Freitas Xavier. "How Cultural Capital, Habitus, And Social Capital Impacts Pell-Eligible Vermont Students In Navigating The Financial Systems Of Higher Education." ScholarWorks @ UVM, 2017. https://scholarworks.uvm.edu/graddis/721.
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With the US recovering from a recession, a college diploma has become more valuable to avoid unemployment. Despite a college degree's importance, the access to higher education is a challenge for lower income Pell-Eligible Vermont students. For the past three decades, higher education continues to rise in cost faster than family income. Cost is not only an inhibitor for Pell-Eligible Vermont students. The complexities of navigating the financial systems of higher education to acquire aid in order to make college obtainable is also an issue for Pell-Eligible students. In order to successfully navigate these systems, a Pell-Eligible student's habitus, cultural capital, and social capital, greatly influence their decisions about applying to college and being able to successfully participate once accepted.
To help understand the experience of Pell-Eligible Vermont students as they navigate the financial system of higher education institutions, I utilized a qualitative case-study phenomenological approach. The study was guided by the following research questions:
(1) What are the specific challenges for Pell-Eligible students during their navigation of the financial systems of college?
(2) What messages/information/support and from where do Pell-Eligible students receive about financing a college education?
(3) How does cultural and social capital, and habitus influence a Pell-Eligible student in navigating the financial systems of higher education?
(4) What are the implications for high schools, states, and colleges in providing information for Pell-Eligible students in navigating the college process?
The study looked at the experiences of Pell-Eligible students who applied to and were accepted at Green Mountain University (GMU), a public four-year university in the Northeast region of the US. I interviewed undergraduates of GMU, the financial-aid officers of GMU, and professionals from the Vermont Higher Education Agency (VHEA). The goal of the study was to find areas where higher education institutions, high schools, and government agencies, can provide better support, more transparency, and ease the navigation process for Pell-Eligible Vermont students as they make decision and navigate the financial aid process in order to enroll into college after high school graduation.
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Mota, Maria Ã. Braga. "El habitus acadÃmico: El curso de PedagogÃa del PARFOR - URCA y su influencia en la acciÃn docente de los alumnos -profesores." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=15315.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorEl principal objetivo de esta investigaciÃn fue analizar cÃmo la acciÃn del campo de currÃculo PARFOR PedagogÃa - PolÃtica Nacional de la EnseÃanza de FormaciÃn, URCA (Universitario Regional de Cariri), influye en la prÃctica docente de los estudiantes que ya tienen la profesiÃn docente como resultado de la incorporaciÃn de habitus o medidas acadÃmicas. Para guiar las discusiones en un compaÃero de entrenamiento cobertizo, los nuevos conceptos de habitus, campo y capital cultural en Bourdieu. Dirigido a subjetivo y objetivo anÃlisis de la mediaciÃn, que Bourdieu llama praxiologÃa. Los sujetos fueron cuatro profesores de recuento de Crato-CE de la Municipalidad, que asisten a la licencia. La metodologÃa se utilizà inicialmente, la entrevista semiestructurada, aplicada a la superficie total general de los estudiantes, que se suma treinta y cuatro. En la segunda fase nos complementamos con el testimonio de los cuatro sujetos informantes. Como resultado, se produjo la importancia de la titulaciÃn a su vida personal, su desarrollo profesional a los compaÃeros y las prÃcticas de reafirmaciÃn dichas por ellos ya desarrollado en sus actividades docentes en las aulas que necesitaban base teÃrica a tierra ellos. Afirmà que el campo curricular experimentado en el curso de formaciÃn de estos profesores llegà influencia en sus relaciones en la escuela, en su prÃctica docente.
O objetivo central desta investigaÃÃo foi analisar como o campo de aÃÃo do currÃculo do curso de Pedagogia do PARFOR - PolÃtica Nacional de FormaÃÃo do MagistÃrio, da URCA (Universidade Regional do Cariri), influencia na prÃtica docente dos alunos que jà exercem a profissÃo de professor, resultado da incorporaÃÃo do habitus ou disposiÃÃes acadÃmicas. Para orientar as discussÃes em uma vertente sÃcio formativa, foram usados os conceitos de habitus, campo e capital cultural, em Bourdieu. Abordaram-se anÃlises subjetivas e objetivas por uma mediaÃÃo, que Bourdieu chama de praxiologia. Os sujeitos desta pesquisa foram quatro professoras do quadro efetivo do MunicÃpio do Crato-CE, que cursam a licenciatura. Como metodologia utilizou-se inicialmente, a entrevista semiestruturada, aplicada ao total geral de alunos da sala, que soma trinta e quatro. No segundo momento complementamos com depoimento dos quatro sujeitos informantes. Como resultados, observou-se a importÃncia da titulaÃÃo para sua vida pessoal, sua valorizaÃÃo profissional perante seus pares e a reafirmaÃÃo de prÃticas ditas por elas jà desenvolvidas nas suas atividades docentes em salas de aulas que necessitavam de embasamento teÃrico para fundamentÃ-las. Asseverou-se que o campo do currÃculo vivenciado no curso de formaÃÃo dessas professoras veio influenciar nas suas relaÃÃes na escola, na sua prÃtica docente.
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Musto, Fernanda Maria Fornaziéri [UNESP]. "Capital cultural e habitus em professores de educação profissional de nível técnico influenciando o ato educativo." Universidade Estadual Paulista (UNESP), 2008. http://hdl.handle.net/11449/90310.
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musto_fmf_me_arafcl.pdf: 4828930 bytes, checksum: c495fcf481a0f6f95aeb9d7cc3950fa2 (MD5)Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Este estudo pretende, ao analisar o contexto de vida de 22 docentes de educação profissional de nível técnico em atuação no Senac da cidade de Jaboticabal, identificar o capital cultural e o habitus destes professores, e, nessa direção, iniciar a análise de como esses fatores contribuem para as crenças levadas até a prática educacional. A análise está baseada em questionários feitos com todos os 22 docentes, e em entrevistas feitas com 5 destes professores de cursos diferentes, escolhidos aleatoriamente.Inicialmente foi feito um estudo sobre o histórico do Senac no Brasil no contexto da educação profissionalizante, e de como está organizada esta instituição no Estado de São Paulo. Ainda foram levantadas características do Senac na cidade de Jaboticabal e sua importância na formação de jovens e adultos daquela pequena região. Depois, foram apresentados, a partir dos estudos de Pierre Bourdieu, as características que, combinadas às experiências de vida dos professores dessa instituição na cidade citada, são fundamentais para a compreensão do conjunto de crenças e expectativas que exercem, na hipótese levantada nesse estudo, influência sobre o ato educativo. Por fim, concluímos algumas questões que indicam caminhos possíveis para a compreensão da forma de trabalho dos docentes no contexto da educação profissional de nível técnico.
This study intends, by analyzing the context s of life from 22 teachers of professional education working on Senac in the city of Jaboticabal, to identify the cultural capital and the habitus from these teachers, and, consequently, to initiate the analysis of how these factors have contributed with the beliefs taken into the educational practice. The analysis is based on questionnaires answered by everyone of the 22 teachers studied and in interviews made with 5 of these teachers from different courses, chosen at random. Initially it was done a historical research on Senac in Brazil in the context of professional education, and how this institution is organized in the state of São Paulo. Characteristics of Senac in the city of Jaboticabal were also studied, and their importance in the education of young people and adults in that small region. In the sequence, based on the studies elaborated by Pierre Bourdieu, there were presented the characteristics which, combined with life experiences from teachers of the institution in the mentioned city, are fundamental to the comprehension of the group of beliefs and expectations that exert, in the hypothesis raised in this study, influence over the educational moment. Finally, some questions were concluded that indicate possible ways to the comprehension of the work form of teachers in the context of the professional education on the technical level.
Books on the topic "Cultural capital, aspiration, habitus"
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Andjelic, Ana. Business of Aspiration: How Social, Cultural, and Environmental Capital Changes Brands. Taylor & Francis Group, 2020.
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Andjelic, Ana. Business of Aspiration: How Social, Cultural, and Environmental Capital Changes Brands. Taylor & Francis Group, 2020.
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Andjelic, Ana. Business of Aspiration: How Social, Cultural, and Environmental Capital Changes Brands. Taylor & Francis Group, 2020.
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Threadgold, Steven. Bourdieu and Affect. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529206616.001.0001.
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A Bourdieusian contribution to studies of affect provides a more comprehensive understanding of the everyday moments that make, transform and remake the social contours of inequality, and how those relations are contested and resisted. By teasing out the affective elements already implicit in concepts like habitus, illusio, cultural capital, field and symbolic violence, this book develops a theory of affective affinities to consider how emotions and feelings are central to how class is affectively delineated along with material and symbolic relations. This includes theorising habitus as one’s history rolled up into an affective ball of immanent dispositions, an assemblage of embodied affective charges. Sketching fields as having their own affective atmospheres and structures of feeling, while considering everyday settings that the concept of field cannot capture. Drawing upon illusio, social gravity and social magic to unpack how the embodied nature of the forms of capital mean they operate in affective economies mediating transmissions of affective violence. The book concludes by critically engaging with aspects of social change due to the rise of reflexivity, irony and cynicism and proposing the figure of the accumulated being to challenge the dominance of homo economicus.
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McLevey, John, Allyson Stokes, and Amelia Howard. Bourdieu’s Uneven Influence on Anglophone Canadian Sociology. Edited by Thomas Medvetz and Jeffrey J. Sallaz. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199357192.013.4.
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Pierre Bourdieu is one of the most influential and widely cited figures in anglophone Canadian sociology. Since the first decade of the twenty-first century, in particular, his theories have guided research in areas such as the sociology of culture, education, social theory, social networks, and social capital. This chapter presents a content analysis of journal articles to better understand Bourdieu’s influence on anglophone Canadian sociology. Many citations to Bourdieu are ritualistic and occasionally are characterized by misreadings. Furthermore, interpretations and applications of Bourdieu’s ideas have been limited by a methodological division of labor. Quantitative research has primarily been concerned with cultural and social capital, with qualitative and historical research placing more emphasis on habitus and fields. The authors suggest several ways to expand the engagement with Bourdieu’s work, and to move beyond the current methodological division of labor.
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Hallett, Tim, and Matthew Gougherty. Bourdieu and Organizations. Edited by Thomas Medvetz and Jeffrey J. Sallaz. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199357192.013.12.
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This chapter examines the relationship between Bourdieu’s sociology and organizational research, some of the ways he has been influential, how his ideas have been used, and new opportunities to push his research. In helping to spark the cultural turn in sociology, Bourdieu indirectly influenced the new institutionalist approach within organizational sociology. Although organizations were rarely the primary focus of his own work, we argue that there are traces of an organizational sociology in some of his canonical books. Much like his other work, this implicit approach is centered on the field-capital-habitus triumvirate. However, organizational scholars influenced by Bourdieu tend to focus on and modify the concepts of field and capital. Given recent calls to apply Bourdieu’s full conceptual framework to the study of organizations, we examine the promise and the potential pitfalls of incorporating Bourdieu’s concepts into the scholarship on the micro-foundations of institutions, especially as it relates to social interaction.
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Pop, Liliana. Bourdieu in the Post-Communist World. Edited by Thomas Medvetz and Jeffrey J. Sallaz. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199357192.013.6.
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The collapse of the communist regimes in the former Soviet bloc and the subsequent economic, political, social, and cultural transformations opened up new challenges for social science research. Working with the methodological and conceptual tools of Pierre Bourdieu, including habitus, field, capital, symbolic power, hysteresis, and the logic of honor, among others, scholars have defined and addressed four clusters of important research questions: the possibility of systemic change and the emergence of “capitalism without capitalists”; mechanisms for legitimacy and stability, new configurations of stratification and lifestyles; marketing selves, the informal economy, and nationalism; and state-level strategies for redefining positions in the international political field. This chapter shows that, although much remains to be done across these areas, works that use Bourdieu’s insights to analyze post-communist regimes have provided more nuanced accounts and fuller explanations than those available in mainstream literatures, making up in salience what they lack in number.
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Pryce, Paula. Gate. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190680589.003.0004.
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Expanding on the work of Fredrik Barth and Pierre Bourdieu, Chapter 4 introduces a new theory of differential knowledge that helps account for diversity in pluralistic societies. It discusses the key roles of agency, habitus, and an uneven distribution of knowledge in the Centering Prayer movement, and coins the term “performative knowledge” to describe the technical and rhetorical skill with which leaders encouraged their followers. It compares the surprising differences of monastic and non-monastic versions of a Holy Week ritual, thus showing how leaders used their social and cultural capital to authenticate chosen histories in order to innovate new rites or stabilize long-established forms: some monastics worked to evoke an ethos of atonement, whereas a non-monastic community cultivated eros through the biblical theme of Love Mysticism. The role of individual leadership and charisma was especially crucial in the American environment in which religious institutions have limited authority.
Book chapters on the topic "Cultural capital, aspiration, habitus"
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Lorick-Wilmot, Yndia S. "From Lessons Learned to Real-life Performances of Cultural Capital and Habitus." In Stories of Identity among Black, Middle Class, Second Generation Caribbeans, 153–96. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62208-8_6.
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Gafford, Cara M. "Passport with No Access: The Habitus and Cultural Capital Influences of Rural, African American, and Low Socioeconomic Status Students' College Aspirations." In Advances in Race and Ethnicity in Education, 19–37. Emerald Publishing Limited, 2020. http://dx.doi.org/10.1108/s2051-231720200000007004.
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Gayo, Modesto, and Tony Bennett. "Class and Cultural Capital in Australia." In Fields, Capitals, Habitus, 147–68. Routledge, 2020. http://dx.doi.org/10.4324/9780429402265-8.
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"Habitus and the reproduction of cultural capital." In Higher Education Choice in China, 123–46. Routledge, 2014. http://dx.doi.org/10.4324/9781315814254-6.
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"Paul Taylor: Cultural capital, habitus, popular culture and high culture." In Communication Studies, 213–14. Routledge, 2013. http://dx.doi.org/10.4324/9781315015675-67.
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Crouch, David. "The Courtly Habitus." In The Chivalric Turn, 116–46. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198782940.003.0007.
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Courtly society acted most powerfully as a habitus in stigmatizing those who lacked the cultural capital acquired in the upbringing and education it offered in the hall. This was widespread across medieval European society down to the village level, where courtly norms were practised in the households of landowners and clergy. Courts of kings and princes were not therefore the source of cortoisie, though their standards and practices had a tidal effect on wider noble society. The courts of the sons of Henry II of England and Philip of Flanders can be seen acting this way, not least in sponsoring a lavish noble tourney culture. Another influence on the habitus was the universal courtly hero, of which the real-life Thomas Becket and the fictional Gawain were examples of teaching aids. Such courts were tainted with materialism, increasingly seen as the source of dysfunction in noble society, to which Chivalry was proposed as a solution.
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Bauder, Harald. "Capital and Distinction." In Labor Movement. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195180879.003.0008.
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Early approaches to labor market segmentation focused on either demand- or supply-side processes (e.g., Ashton and Maguire 1984; Gordon et al. 1982; Reich et al. 1973). Work and social reproduction, however, are not independent spheres of human life and should not be separated into independent analytical categories. Recent scholarship on the segmentation of immigrant labor has begun treating labor markets as a multidimensional process involving the interaction of economic, social, and cultural practices. Michael Samers (1998), for example, has shown in his research that labor demand, citizenship, and policies on immigration and education are interlocking components of the segmentation of labor. In this chapter, I show how Pierre Bourdieu’s ideas of capital and habitus can be applied to the structuring of labor markets. Because labor markets are socially regulated, social theories, such as those developed by Bourdieu, can help us understand the relationship between migration and the labor market. Bourdieu’s ideas contribute an important cultural perspective to this relationship. My aim in this chapter is thus to present a coherent outline of this cultural perspective. The work of Pierre Bourdieu has been enormously influential in the social sciences over the past decades. His ideas have found widespread application in almost every research topic imaginable. Bourdieu’s own career stretched over several decades, beginning with early research in Algeria in the 1950s and ending with his death in January 2002. It would be impossible to give a full account of his work in this chapter. I therefore limit my discussion to his treatment of habitus and capital, extending the notion of capital to the context of citizenship. Although I already discussed citizenship at some length in the previous chapter, this discussion stopped short of revealing how citizenship can act as a form of capital that complements other types of capital. For Bourdieu, capital is about social reproduction. In this respect, citizenship and other social and cultural processes of distinction—as practices of social reproduction—link to international migration and the social regulation of labor markets. The chapter is organized into four sections.
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Lehmann, Ulrich. "The Luxury Duality: From Economic Fact to Cultural Capital." In Critical Luxury Studies. Edinburgh University Press, 2016. http://dx.doi.org/10.3366/edinburgh/9781474402613.003.0004.
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This chapter discusses luxury as both a quantitative measure of capital (economic) and as a qualitative measure of labour (social). Thus, it argues that luxury has to be regarded simultaneously as an economic fact and as a medium to communicate social relationships. The method of political economy contextualises these relationships into a particular power structure where stratification is expressed in commodity forms, in the concept of the luxury-as-dominance. Furthermore, the duality of capital and labour shows how much forms of production are integral to understanding luxury. Such processes, whatever the ultimate aspiration of the owners of the means of production (and capital), reinstate the makers at the centre of production and advance once more their cultural significance.
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Mullins, Alyssa. "Capital in Pronatalist Fields: Exploring the Influence of Economic, Social, Cultural and Symbolic Capital on Childbearing Habitus." In Voluntary and Involuntary Childlessness, 97–124. Emerald Publishing Limited, 2018. http://dx.doi.org/10.1108/978-1-78754-361-420181005.
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Lin, Angel, and Evelyn Man. "Chapter 9. Doing-hip-hop in the transformation of youth identities: Social class, habitus, and cultural capital." In Identity Formation in Globalizing Contexts, edited by Christina Higgins. Berlin, Boston: DE GRUYTER, 2011. http://dx.doi.org/10.1515/9783110267280.201.
Full textConference papers on the topic "Cultural capital, aspiration, habitus"
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da Silva Muniz, Andressa, Monique Goncalves, and Mauro Braga. "A Química está na mesa: correlações entre habitus e capital cultural através de padrões de consumo alimentar." In 20º Encontro Nacional de Ensino de Química. Recife, Pernambuco: Even3, 2021. http://dx.doi.org/10.29327/eneqpe2020.248247.
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Wei, Song. "Habitus, Field and Capital in Translation and Publication of Picture Books — a Case Study on Peng Yi." In Proceedings of the 5th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icelaic-18.2018.132.
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Xiang, Haoyuan. "Habitus and Cultural Capital in Educational Field: Research on the Educational Situation of Rural-to-urban Migrant Workers� Children in Xiamen City." In 2nd International Conference on Applied Social Science Research (ICASSR 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icassr-14.2014.38.
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Ding, Wei, and Xinyue Yang. "Field Research of Environment Identity System Based on Corporate Identity System." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002253.
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Since the 1980s, CIS has been a methodology for many enterprises to improve their brand image. The full English name of CIS is Corporate Identity System. CIS originated from the United States, then developed and perfected in Japan, and began to rise in China in 1980s. Because CIS developed earlier in Taiwan, it has reference value for the correct introduction of CIS in the mainland.On this basis, through continuous practice, MOMA design team put forward a new analysis of CIS. As one of China's top ten design companies and design innovation demonstration enterprises, MOMA design is committed to providing customers with comprehensive solutions from product prototype definition, concept design, structure design, supply chain integration and brand building. MOMA design in the field of nearly 20 years of groping, has been highly recognized by the industry, and the composition of CIS enterprise identification system has a new interpretation, thinks that CIS should include five subsystems: MIS(Mind Identity System), BIS(Behavior Identity System), VIS(Visual Identity System), PIS (Products Identity) System and Environment Identity System (EIS). CIS has been developing for more than 40 years in China, and countless entrepreneurs, practitioners and scholars have gradually perfected their ideas and continuously incorporated some new ideas. However, relatively few literatures can be retrieved in the research of EI. With the advent of sustainable design and digital economy, MOMA design in the long-term project practice that "environment" for the development of corporate image is a state of crisis and opportunity, to a certain extent, has played a key role, and the enterprise's demand for external environment is also growing. In this paper, EI of CIS five elements is taken as the research object and the concept of "field" is adopted. "Field" is derived from Bourdieu's field theory. Field refers to "network or configuration of objective relations between positions". Field, capital and habitus constitute the core of Bourdieu's sociological theory, which embodies the characteristics of relational thinking. Capital is the quantity and type controlled by actors, including economic capital, cultural capital, social capital and symbolic capital. Habitus is an actor's temperament of perception, judgment and action according to different fields. Bourdieu believed that each field should explore the special practical experience of the local nature, and be used as a general field theoretical analysis method, as the construction principle and reproduction mechanism of field practical space. Therefore, relevant scholars extend "CIS field" and "CIS field effect", considering the transverse field mutual relations among the five elements of CIS. This paper takes EI as the sub-field of CIS, considers the mining of EI vertical field to improve the overall integrity of CIS, uses field theory to analyze the macro field, meso field and micro field in environmental identification, subdivides the environment contained in each field, and sort out the overall logical framework of EIS. Then through the case of MOMA design, using capital and habitus as media to verify the cross relations between the three dimensions of the segmentation of environmental identity system. This paper aims to further improve CIS and put forward the importance of EI, hoping to promote the collaborative evolution of enterprises themselves, enterprises with enterprises and enterprises with the outside world in this field, and also hope to bring certain reference value to some practitioners and academic staff.
Reports on the topic "Cultural capital, aspiration, habitus"
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Yaari, Menahem, Elhanan Helpman, Ariel Weiss, Nathan Sussman, Ori Heffetz, Hadas Mandel, Avner Offer, et al. Sustainable Well-Being in Israel. The Israel Academy of Sciences and Humanities, June 2021. http://dx.doi.org/10.52873/policy.2021.wellbeing-en.
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Well-being is a common human aspiration. Governments and states, too, seek to promote and ensure the well-being of their citizens; some even argue that this should be their overarching goal. But it is not enough for a country to flourish, and for its citizens to enjoy well-being, if the situation cannot be maintained over the long term. Well-being must be sustainable. The state needs criteria for assessing the well-being of its citizens, so that it can work to raise the well-being level. Joining many other governments around the world, the Israeli government adopted a comprehensive set of indices for measuring well-being in 2015. Since 2016, the Israel Central Bureau of Statistics has been publishing the assessment results on an annual basis. Having determined that the monitoring of well-being in Israel should employ complementary indices relating to its sustainability, the Ministry of Environmental Protection, the Bank of Israel, the Central Bureau of Statistics, and Yad Hanadiv asked the Israel Academy of Sciences and Humanities to establish an expert committee to draft recommendations on this issue. The Academy's assistance was sought in recognition of its statutory authority "to advise the government on activities relating to research and scientific planning of national significance." The Committee was appointed by the President of the Academy, Professor Nili Cohen, in March 2017; its members are social scientists spanning a variety of disciplines. This report presents the Committee's conclusions. Israel's ability to ensure the well-being of its citizens depends on the resources or capital stocks available to it, in particular its economic, natural, human, social, and cultural resources. At the heart of this report are a mapping of these resources, and recommendations for how to measure them.