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The forms of capital
... Total annual revenue was selected as an indicator of the economic capital of a university, that is, the total asset in monetary forms or directly convertible into financial capacity (Bourdieu, 1986). It was retrieved from Australian universities' 2018 yearly financial report. ...
... As the ARC funding is highly competitive, research performance measured by the ARC funding can be regarded as both cultural capital and symbolic capital of a university. In Bourdieu's original model, cultural capital refers to individual competence obtained through upbringing and schooling and valued by the "mainstream" society (Bourdieu, 1986). Here, we repurpose Bourdieu's original conceptualization of cultural capital to construe a university's institutional competence in research, accumulated through a prolonged process of acquisition and inculcation, serving to "conserve, transmit, and inculcate the cultural canons of a society" (Bourdieu, 1971, p. 178). ...
... Donation income was selected to indicate a university's economic and social capital, as it measures the financial resources that a university can achieve through networking with donors. For Bourdieu (1986), social capital refers to networking with powerful others. Its volume depends on the volume of resources "held by each of its members" in the network (Bourdieu & Boltanski, 1978, p. 208). ...
Australian universities have been ambitious players in transnational higher education (TNHE) since the late 1980s. Yet there is little research based on large-scale evidence on their approaches to TNHE provision and the underlying logic behind these. Drawing on a self-created database, this study mapped 35 Australian universities’ approaches to their 587 TNHE partnerships with China. Through a Bourdieusian multiple correspondence analysis (MCA), the study unveiled distinctive approaches of Australian universities to various TNHE arrangements operated in China. The findings revealed how Australian universities’ capital portfolios and dispositions inform their different strategies for competition within the complex Sino-Australian TNHE space, which is structured around three poles, namely, the academic-driven pole, the market-oriented pole, and the state-regulated pole. The findings further illuminated how Australian universities targeted particular groups of students as part of their strategies for competition and competition aversion. This paper enriches the understanding of the nature and dynamics of Sino-Australian TNHE and reinvigorates the powerful but under-utilized methodology of MCA within the Bourdieusian sociology of education.
... Cultural capital consists of the "accumulation of specific forms of knowledge, skills and abilities that are valued by privileged groups in society" (Yosso, 2005, p. 76). Although all groups possess valuable forms of knowledge and skills, dominant and privileged segments of society maintain power by shaping who gets access to opportunities-limiting access to those who exhibit the cultural capital they deem valuable (Bourdieu, 1986;Yosso, 2005). In the educational system, students displaying behaviors, values, and attitudes that align with the dominant class are rewarded, ultimately reproducing inequality (Bourdieu, 1986;Stanton-Salazar, 2011). ...
... Although all groups possess valuable forms of knowledge and skills, dominant and privileged segments of society maintain power by shaping who gets access to opportunities-limiting access to those who exhibit the cultural capital they deem valuable (Bourdieu, 1986;Yosso, 2005). In the educational system, students displaying behaviors, values, and attitudes that align with the dominant class are rewarded, ultimately reproducing inequality (Bourdieu, 1986;Stanton-Salazar, 2011). ...
... Scholarships are a form of economic capital, as they provide tuition funds, but access relies on cultural capital; students are awarded scholarships based on criteria deemed valuable, including grades and other measures of merit. As Bourdieu (1986) stressed, cultural capital may be converted into economic capital, even as the process of exchange remains hidden. This paper frames the findings through the lens of cultural capital, as evidenced in the "Dreamer" narrative. ...
Federal policy excludes undocumented students from federal aid for postsecondary education, creating tremendous barriers to their ability to cover tuition costs. Starting with fewer need-based funding options for college elevates the importance of accessing scholarships for undocumented students. The existing literature has established the crucial role of school-based institutional agents, or school agents, in assisting students to locate and apply for scholarships. School agents, accordingly, are knowledgeable about the trends and barriers in undocumented students’ access to scholarships. Drawing on a case study in the Chicago metropolitan area, this paper examines the patterns in access to scholarships and the challenges school agents encounter in assisting undocumented students in locating scholarships. The paper draws on interviews with 50 school agents who work with undocumented high school students and a content analysis of 34 scholarships. The findings reveal that undocumented students must compete for resources in ways that reinforce dominant forms of cultural capital and are framed by the “Dreamer” narrative, creating uneven patterns in access to scholarships and limiting school agents’ ability to support some segments of students. The findings contribute to expanding and nuancing knowledge about the financial aid landscape undocumented students navigate in transitioning to college.
... According to the economic-cultural-capital configuration, sufficient financial resources assist high-SES parents to provide their children with educational resources, termed cultural capital (Bourdieu, 2000;Choi et al., 2019;Hek & Kraaykamp, 2015;Katartzi & Hayward, 2020;Lancee & Werfhorst, 2012;Møllegaard & Jaeger, 2015;Pishghadam, 2011;Xu & Hampden-Thompson, 2012). Bourdieu (1997) demarcates three forms of cultural capital-objectified, embodied and institutionalised-referring to substantial educational objects, manner/conduct and educational certificates, respectively. These three forms tend to be integrated into a single entity through schools, particularly reputed higher education institutes, in which the statuses of high-brow culture, taste and logical engagement are cemented and aligned through school clubs and academic activities (Börjesson et al., 2016). ...
... The first two components heavily regulate household incomes (Hoff, 2012;National Institute for Education Statistics, 2022), which is the yardstick for scaling SES and children's academic achievements (Matherly et al., 2017;Saraví, 2015). When this formation is configured through the combination of SES and cultural capital, the above finding in turn confirms Bourdieu's cultural capital theory, delineating the one-way convertible relationship from economic capital to cultural capital (Bourdieu, 1993(Bourdieu, , 1997Bourdieu & Passeron, 1977;Chiang, Toh et al., 2022;Katartzi & Hayward, 2020;Lareau, 2015). ...
... As the returns of reading need to be evoked through the positive educational actions specified above, these vantages are, in a sense, embedded within the schools. Accordingly, reading can be viewed as an embedded sub-type of cultural capital inscribed within the school social space, although it still belongs to the objectified form of cultural capital (Bourdieu, 1997). Furthermore, since this embedded cultural capital is mainly activated and relayed within the school social space, the scaffolding of reading activities/interventions initiated by schools enables low-SES students to become embedded cultural capital receivers who can overcome the structural limitations of their family social space brought about by the scarcity of cultural capital. ...
The structural approach of cultural capital theories neglects the idea that the impact of structural constraints on educational results can be reduced by agency. This predicament can be solved when the advantages of abundant educational resources available in schools are unpacked, since doing so can compensate for the paucity of such resources often seen in the low‐socioeconomic status (SES) family social space. Although the gains available from such resources remain embedded in the school social space, it can be assumed that their compensatory function can be activated through reading activities that contribute significantly to students' cognitive development. This situation prompts two research questions related to the contributions of reading to academic disciplines such as mathematics and science, and the amelioration of the structural impact of SES and cultural capital on low‐SES students' learning outcomes. To explore these questions, we used regression analysis and hierarchical linear modelling (HLM) to analyse data from the stratified random sample of Taiwanese students (n = 7342) contained in the Programme for International Student Assessment (PISA) 2018 dataset. The estimates of regression analysis showed that reading ability functioned as a reliable indicator of Taiwanese students' mathematics and science scores on PISA 2018. The results of HLM analysis further demonstrated that the predominant influence of economic, social and cultural status and cultural capital can be attenuated significantly when the independent variables of school support and student personal efforts/learning strategies are considered. Accordingly, reading resources can be regarded as a compensatory genre of cultural capital embedded within the school social space, at least in the case of Taiwan, as the benefits they create need to be achieved through reading plans/projects scientifically implemented by schools.
... Searchers mostly dealt with professional, international investors who view the presence of local investors in searchers' cap tables as a prerequisite and who view local endorsements as credentials (Bourdieu, 1986;Nahapiet & Ghoshal, 1998). These credentials contributed to the building of entrepreneurs' legitimacy in the eyes of investors (Fisher, 2020;Fisher et al., 2017;Garud et al., 2014;Suchman, 1995). ...
... In this sense, local investors play a certification role regarding the entrepreneurs for foreign investors (Bourdieu, 1986;Wright et al., 2005). Our study, therefore, extends previous research regarding the risk mitigation strategies of formal venture capital investors who co-invest with local partners (Hain et al., 2016;Mäkelä & Maula, 2008;Manigart et al., 2006). ...
... Moreover, our research identifies a dual communication strategy, where SF entrepreneurs differentiate their pitches to meet the unique expectations of local and international investors. Local investors often require education on the SF model itself, given its relative novelty, while international investors seek assurances about the reliability and potential of the venture through local endorsements and financial commitments (Bourdieu, 1986;Wright et al., 2005). These endorsements serve as vital signals, reducing the perceived risks associated with international investments (Aldrich & Fiol, 2007;Chemmanur et al., 2021;Croce et al., 2023;Huberman, 2002) and aligning with previous research on syndication and risk mitigation strategies (Avdeitchikova & Landström, 2016;Bonini et al., 2018;Mason et al., 2016). ...
Entrepreneurship-through-acquisition (ETA) or entrepreneurial buyouts are gaining prominence in international buyout markets, though most transactions and financial investors remain concentrated in North America. We use nascent markets in Asia as our research setting to study how buyout entrepreneurs in such emerging ETA markets adapt their communication strategies to attract resources from international investors. More specifically and responding to calls for more research on entrepreneurial buyouts, we investigate how these entrepreneurs shape their fundraising communication in securing financial capital for search funds, a type of entrepreneurial buyout. Using a qualitative, multiple case study approach and signaling theory, we explore six Asian search funds and conducted three expert interviews with international investors. Our exploratory findings emphasize the importance of tailored communication strategies to bridge understanding gaps and build legitimacy between SF entrepreneurs in nascent markets and international investors. The SF entrepreneurs in our sample use educational strategies to familiarize investors with local business systems, highlighting economic opportunities, professional experiences, and market conditions. A dual strategy emerges: educating local investors on the SF model while addressing international investors’ concerns about reliability and market potential through local endorsements and financial commitments. These efforts mitigate risks and validate opportunities, aligning with research on private equity syndication in cross-border transactions. This is the first study to apply signaling theory to the fundraising processes of search fund entrepreneurs in nascent markets. We, therefore, extend signaling theory to the ETA context, contributing to the entrepreneurial finance research. The research provides practical guidance for buyout entrepreneurs, highlighting the critical role of fundraising communication in building legitimacy and securing investment in nascent ETA markets.
... Linguistic capital refers to the value of language proficiency, communication skills, and ability in specific social and academic contexts (Bourdieu, 1986). Pierre Bourdieu's theory of cultural capital provides a robust framework for understanding how disparities in cultural knowledge and skills influence students' academic trajectories. ...
... Pierre Bourdieu's theory of cultural capital provides a robust framework for understanding how disparities in cultural knowledge and skills influence students' academic trajectories. Bourdieu (1986) emphasized that cultural capital-encompassing linguistic competencies, educational credentials, and cultural familiarity-plays a pivotal role in shaping educational attainment and social mobility. Cultural capital significantly influences academic outcomes, with strong correlations between its various forms and academic attainment (Lucas, 2001). ...
... This support encompasses financial aid, emotional encouragement, and practical academic assistance, but its nature and level differ significantly between local and non-local students. Drawing from Pierre Bourdieu's theory of social capital, family networks can provide resources that enhance students' educational outcomes, but the availability and effectiveness of this support depend on proximity, socio-economic status, and cultural expectations (Bourdieu, 1986). ...
Purpose
Although community colleges play a role in democratizing education and engaging in social integration, particularly in times of economic transition, there remains a lack of qualitative studies on academic achievement gaps between the various student populations attending community colleges. Therefore, this study examines the academic experiences of local and non-local students at Hong Kong’s community colleges within the framework of Bourdieu’s theory of cultural capital. The research delves into the challenges posed by language barriers, family support structures and the rigidity of policy environments.
Design/methodology/approach
This paper applies qualitative research to explore the experiences of both local and non-local students concerning how their cultural capital and institutional policies influence their academic experience. The study relies on in-depth interviews to uncover subtle challenges faced by non-local students.
Findings
The findings show that local students generally have better academic experiences and success, which is attributed to their native fluency in Cantonese and familiarity with the local education system. In contrast, non-local students face significant barriers to achieving good academic experiences and social integration.
Research limitations/implications
Despite its contributions, this study has limitations. Although participants were selected from five community colleges in Hong Kong, the findings may not fully capture the diversity of experiences in other educational contexts, such as vocational education. Additionally, the qualitative nature of the study, while providing rich insights, may limit the applicability to larger populations. Lastly, the study focuses on current and retrospective experiences but does not track participants’ long-term academic and social trajectories.
Originality/value
The study highlights how institutional policies may unintentionally favor local students and underscores the critical role that family support plays in student choices and outcomes. It offers new insights into the local and non-local academic experience disparities at the community colleges in Hong Kong, highlighting the significant impact of cultural capital and institutional policies on student success. The findings provide valuable guidance on how to support and empower diverse student populations in both current and similar educational contexts through the development of more inclusive education policies.
... In this first study on which our paper draws, authors Brown and Donnelly utilised a WPR approach to policy analysis (Bacchi, 2009) to analyse the narratives or discourses underpinning the policies, rather than taking them at face value (see Table 1) (for further discussion of methodology, please see Brown & Donnelly, 2022). This first step in the process identified, across the academic literature, three discrete lenses that could be taken in conceptualising wellbeing: a skills and competencies approach, drawn from the psychological literature; a moral and ethical values approach, evident in philosophical and cultural studies disciplines; and a capital and identity-building approach, evident in sociological and social psychological perspectives, particularly Bourdieu's (1986) notions of economic, cultural and social capital and Putnam's (2001) conceptualisation of social capital in terms of the interconnection of individuals, families and communities. Table 1 summarises the roles implied by each lens on how schools could best support children's wellbeing. ...
... 110) but conversely, schools can thwart students' sense of belonging when their cultural identities are not recognised or endorsed in school through discrimination by teachers or students (Azmitia et al., 2018;Cooper et al., 2018). The inclusion of 'cultural identity' in the model is intended to encourage attention to the cultural capital(s) (Bourdieu, 1986) learners bring with them into the classroom. ...
With levels of mental health difficulties among young people rising and policymakers focusing on the state's role in promoting young people's wellbeing, educational institutions have become positioned on the front line as key sites to identify and implement wellbeing interventions. This paper draws on a series of policy analyses and qualitative studies with young people and educators, leading to recognition for the importance of a relational approach to wellbeing. We outline the case for an identity‐based approach to school wellbeing support, arguing that this reflects a novel point of departure from the largely individualistic approach reflected in the prevailing policy positions of many countries in the Global North, including the United Kingdom, Australia and the United States. The paper advances an original relational approach, which we call Connected Belonging, that links identity‐building and affirmation to wellbeing through strengthening students' sense of belonging across the different arenas of their daily lives: school, social life, local community and wider society. Connected Belonging's focus on building connection across these social domains provides young people with identity resources such as trust and validation, ultimately generating a meaningful sense of belonging. We argue that policymakers need to find ways to adapt current strategies and schooling regimes to ensure that school leaders have space and opportunity to engage with wellbeing policy and practice. Given the clear links between students' wellbeing, their engagement with school life and educational achievement, we highlight, as a priority, policy directions that counter the impetus towards competition and academic results and instead foster collaboration and broader notions of success.
... The role of cultural and social capital in shaping educational outcomes cannot be overstated. Pierre Bourdieu's (1986) concept of cultural capital explains how certain skills, habits, and cultural knowledge are passed down from one generation to another, giving individuals from privileged backgrounds a significant advantage. For instance, students whose families value and invest in English-medium education are more likely to succeed in competitive exams where proficiency in English is implicitly rewarded. ...
... The concept of merit, therefore, becomes a tool of symbolic violence, disguising structural inequalities as individual failures. This reinforces the existing social order, ensuring that the dominant class retains its position under the guise of meritocracy (Bourdieu, 1986). ...
What is Merit? It is a celebrated concept, often associated with ‘talent’, a ‘achieved status.’ But is it truly achieved, or is it ascribed and inherited through the process of socialization? One of the greatest critiques of the Reservation Policy is also related to merit—namely, the claim that the reservation policy undermines the merit of an individual, which may have a harmful impact. To critically examine this idea of meritocracy in education, I will draw upon my experiences as a student at the University of Delhi.
... All Nordic countries score above average on international large-scale assessments (ILSAs) in mathematics and educational equity has been high and the student's SES has a low impact on performance (Mittal et al., 2021). High educational equity implies equal opportunities to learn for all students irrespective of their SES, ethnicity, language spoken at home, sex, or cultural capital (Bourdieu, 1986). Nevertheless, as in other countries participating in one of the more known ILSAs, the Programme for International Student Assessment (PISA) administered by the Organisation for Economic Co-operation and Development (OECD), all Nordic countries have experienced a decline in results (OECD, 2023) and an increase in educational inequalities related to student SES (Kavli, 2018). ...
... However, Finland has recently experienced declining results on PISA 2022. 1 Among the Nordic countries, the SES has the highest impact on achievement in Denmark but this effect is especially noted in Sweden . Results from PISA 2022, show that Finland and Sweden are among the seven European countries where the achievement gap in mathematics is the largest for immigrant students which is explained by difficulties for the student to understand the language of the country and weaker cultural capital (Bourdieu, 1986). Students not speaking the language of instruction at home score lower than those who do, e.g., Finland 29 points lower and Sweden 27 points lower (OECD, 2023). ...
Background
Teaching quality is assumed to be an essential prerequisite for student learning outcomes such as mathematics confidence and mathematics achievement. Notwithstanding its significance, empirical research examining the relations between teaching quality and learning outcomes is still limited, particularly among primary school students. Addressing this gap is important for understanding how to support student learning outcomes. This study aims to examine the relationships between student-perceived teaching quality and student outcomes and differences between classrooms.
Methods
Utilizing Trends in Mathematics and Science Study (TIMSS) data 2019 from fourth graders in mathematics classrooms in the Nordic countries (Denmark, Finland, Norway, and Sweden), the present study examines the relationships between student-perceived teaching quality (classroom management and instructional clarity) and the two student outcomes mathematics confidence and mathematics achievement in Grade 4 at both student and classroom levels. To identify latent constructs of aspects of teaching quality (classroom management and instructional clarity) and mathematics confidence, multilevel confirmatory factor analysis (MCFA) is used in the modelling process. To capture the hierarchical structure of the data, multilevel structural equation modelling (MSEM) is used as it keeps individual and classroom variation separate when investigating relations between teaching quality, mathematics confidence and mathematics achievement.
Results
This study shows how student-perceived instructional clarity relates substantially to mathematics confidence at both the student- and the classroom levels in the Nordic countries. Student-perceived classroom management relates, at the student-level, significantly and positively to mathematics achievement in all countries but Denmark. At the classroom-level, classroom management relates positively to classroom mathematics achievement in Sweden and Denmark. The relationships between the student background factors and mathematics achievement were higher at both levels compared to the relationships to mathematics confidence. The findings suggest there are differences between classrooms’ mathematics achievement related to the average SES of the classroom.
Conclusions
The findings highlight the importance of teachers’ generic pedagogical skills for high-quality teaching. The implications from these findings emphasize the importance of teacher education to ascertain teachers’ ability to manage the classroom well to provide students with the opportunity to learn.
... By portraying the various experiences of people with resettlement, this article argues that transferring people from Lebrahma to Al Marouwa resulted in a breakdown of previous cohesion practices and social relations. These forms of social capital (Aßheuer et al., 2013;Bourdieu, 1997), which previously constituted the core of people's strength, are now weakened, and new relations such as conflict and avoidance are more prominent. As the fieldwork data in the coming sections show, there are two main factors that led to this: (1) the new layout and design of houses; and (2) the social mix of households. ...
The article draws upon field research conducted at the resettlement site of Al Marouwa, Casablanca, Morocco, using in-depth interviews and observation. Drawing on Cernea’s impoverishment risks model, which builds on Bourdieu’s theory of capital, the author argues that the relocation of people from Lebrahma to Al Marouwa led to the breakdown of previous established cohesion practices. This disruption, which affected both bonding and bridging forms of social capital, weakened the social fabric that had previously supported the community. The loss of these social networks hindered resettlers’ ability to integrate into their new environment, undermining community resilience and stability. The article concludes by emphasizing that to effectively address the challenge of slums, greater attention must be given not only to physical infrastructure and housing, but also to the “invisible losses,” which I refer to as the breakdown of social networks and cohesion practices. The reconstruction of communities, networks, and social cohesion is essential for resettlers’ successful “take off” at the new site. Failure to rebuild these critical forms of social capital can lead to increased social tension and conflict, hindering long-term stability and integration within the resettled community.
... Theoretical Framework: The Social Capital Theory To examine the role of the Nigerian diaspora in fostering youth development, this study adopted Social Capital Theory, which posited that networks, relationships, and shared norms within a social structure contributed to economic and social advancement (Bourdieu, 1986;Putnam, 2000). This theory underscored the significance of social networks in granting access to resources, opportunities, and support systems that enhanced both individual and collective progress. ...
The Nigerian diaspora has become an indispensable
asset for national development, contributing
significantly to economic growth, human capital
development, and technological advancement. This
paper examined the diverse benefits that the
diaspora provided to Nigerian youth, including
financial remittances, educational sponsorships,
professional mentorship, and the transfer of
innovative skills. By analysing historical migration
trends, policy frameworks, and documented case
studies, the study explored how young Nigerians
leveraged diaspora networks for career progression,
entrepreneurial ventures, and political
participation. Findings revealed that while many
youths successfully accessed opportunities through
diaspora engagement, several challenges impeded
optimal benefits. Bureaucratic inefficiencies,
inadequate policy frameworks, and the persistent
issue of brain drain limited the full potential of
diaspora contributions. Additionally, structural
barriers such as restrictive visa policies and
economic instability constrained the ability of young Nigerians to maximize the advantages offered by their connections abroad.
Despite these setbacks, case studies demonstrated instances where diaspora-linked
initiatives significantly transformed career trajectories, facilitated business
expansion, and fostered civic engagement among Nigerian youth. The study
underscored the need for strategic policy interventions to harness diaspora resources
effectively. Recommendations included the implementation of targeted government
policies to facilitate smoother remittance inflows, strengthen professional linkages,
and create structured programs that encourage diaspora-driven knowledge transfer.
Furthermore, fostering public-private partnerships and incentivizing diaspora
investments in youth development emerged as crucial strategies to bridge existing
gaps. Ultimately, the study concluded that while the Nigerian diaspora had
historically played a critical role in youth empowerment, a more robust and inclusive
framework is essential to maximize its long-term impact on sustainable national
developmen
... The main interest of Bourdieu's theory of cultural reproduction lies in explaining the process of intergenerational class (im)mobility. Bourdieu introduces three forms of capital, whose socially unequal distribution can be used to explain social reproduction: Economic, social, and cultural capital (Bourdieu, 1973(Bourdieu, , 1984(Bourdieu, , 1986Bourdieu & Passeron, 1990). According to Bourdieu, the cultural capital of households is particularly important for the transmission of educational privileges (see also Engzell, 2021;Paino & Renzulli, 2013). ...
Even though Bourdieu’s concept of cultural capital is often criticized as poorly defined and vague, it remains a central and widely used concept in research on the reproduction of social inequality. In this regard, objectified cultural capital is most often captured by the prominent indicator of the number of books in the household. In times of advancing digitization, the question arises to what extent this indicator does neglect a crucial part of book collections—namely e-books. Using German survey data on cultural participation from 2018, we therefore assess whether a combined indicator of physical and digital book collections is more valid than the traditional indicator of number of printed books in the household. Our empirical findings indicate that, at the time of the survey, the information gains are marginal if digital collections are additionally considered.
... Indeed, to grasp the place of gambling in late capitalism means that gambling is more than an analogy for capitalist activities; rather, "as a practice … [it] has a distinctive, central, role" (Bedford, 2019, p. 34). To be sure, the ability to "play one's cards" in this milieu will depend on the cards one has been dealt; that is, the particular socio-economic situations that individuals find themselves in and the greater or lesser forms of economic and cultural capital they possess and can deploy (Bourdieu, 1986). However, the reference to play here also points to the forms of pleasure people derive through their gambling participation within particular socio-economic situations (Bedford, 2019;Casey, 2008Casey, , 2024Rak, 2024). ...
This article returns to Roger Caillois’ analysis of gambling in his classic text Man, Play, and Games, to provide a framework for understanding the place of widespread legal gambling in late modern culture. The discussion begins with Caillois’ response to Johan Huizinga’s formulations of play and exclusion of gambling from the world of play and games. It then proceeds with Caillois’ rehabilitation of games of chance as culturally significant phenomena. Drawing on some of the central themes of Man, Play, and Games, contemporary gambling is then analyzed, and factors such as the cultural and economic shaping of the social distribution of agon (competition) and alea (chance) provide the basis for an interpretation of the contemporary pervasiveness of games of chance as a socially- and culturally- situated historical phenomenon and “theme” of late modern culture. In this culture, the spatial and temporal boundaries that both Huizinga and Caillois claim mark play off from everyday life have been blurred in the case of gambling games. The article also posits that alea not only “complements” agon, but competes with it, as alea has been legitimated as a social and economic ethic.
... 3. Social capital is formed on the basis of social obligations and connections, which can also be converted into economic capital and acquire institutional expression, such as aristocratic titles (Bourdieu, 1986). ...
The purpose of this paper is to analyze the concept of social capital, its theoretical evolution, and its role in socio-economic development. The study explores how social capital interacts with human and economic capital, highlighting its significance in fostering economic growth, democracy, and social cohesion. Methodology. This study employs a mixed-methods approach to examine the role of social capital in the economic development of Ukraine. The research combines quantitative analysis of statistical data with qualitative insights gathered from surveys and expert interviews. Results. The findings of this study highlight the significant impact of social capital on Ukraine’s economic development. Higher levels of trust and civic engagement contribute to stronger economic performance. Regional differences in social capital affect economic stability and development potential. Strengthening institutional transparency and community-led initiatives is vital for sustainable economic growth. Practical implications. The findings of this study provide valuable insights into how social capital can be leveraged to foster economic development in Ukraine. The practical implications are relevant for policymakers, business leaders, and civil society organizations aiming to enhance economic resilience and long-term growth. Value / originality. This study contributes to the existing literature by offering a comprehensive analysis of the role of social capital in driving economic development in Ukraine, a context that has been underexplored in academic research.
... Η έντονη συνάφεια του περιεχομένου με τις εφηβικές ταυτότητες καθιστά, συχνά, μάλιστα, την ανάγνωση μια δράση «επένδυσης» για τους εφήβους τόσο για τις καθημερινές όσο και για τις μακροπρόθεσμες (επαγγελματικές) τους πρακτικές. Το λειτουργικό και συμβολικό βάρος του scrolling, συνεπώς, φαίνεται ότι είναι αυξημένο, αφού ξεπερνά τα εννοιολογικά όρια της ψυχαγωγίας και εννοιοποιείται ως όχημα για την επίτευξη στόχων κοινωνικού αλλά και (φαντασιακά) οικονομικού «κεφαλαίου» (Bourdieu, 1986). Γι' αυτόν τον λόγο, άλλωστε, γίνεται μέρος των εφηβικών κοινωνικών πρακτικών και διεπιδράσεων τόσο ενδοπλατφορμικά όσο και εξωπλατφορμικά, όπως είδαμε, με τη μορφή μεταψηφιακών συνεργατικών αναγνώσεων. ...
Η παρούσα έρευνα εστιάζει σε μια ηγεμονική, εντούτοις, υπομελετημένη όψη της
σύγχρονης αναγνωστικής πραγματικότητας, την κυλιόμενη ανάγνωση τύπου «scrolling». Με μια πολλαπλή μελέτη περίπτωσης, η τελευταία προσεγγίζεται εθνογραφικά, μέσα από την ψηφιακή εμπειρία δύο έφηβων αγοριών, 11 και 12 χρονών αντίστοιχα, στις πλατφόρμες TikTok και Instagram. Υπερβαίνοντας τα διχοτομικά δίπολα ψηφιακό – συμβατικό και εξωσχολικό – σχολικό, το scrolling συσχετίζεται παράλληλα με τη σχολικού τύπου ανάγνωση, όπως αυτή αναδύεται μέσα από τις αφηγήσεις των ερευνητικών συμμετεχόντων, αλλά και τις σχεδιαστικές επιλογές των σχολικών εγχειριδίων για τη διδασκαλία της νεοελληνικής γλώσσας στο Γυμνάσιο. Υιοθετώντας την άποψη ότι η ανάγνωση είναι μια εγγενώς πολυτροπική, διαμεσολαβημένη και τοποθετημένη διαδικασία αποκωδικοποίησης και ερμηνείας του νοήματος, θεωρούμε ότι αμφότερες οι υπό εστίαση αναγνωστικές πρακτικές συνιστούν δύο ισχυρά «κέντρα» διαμόρφωσης των αναγνωστικών έξεων (habitus) των παιδιών. Προς αυτή την κατεύθυνση, αξιοποιώντας θεωρητικά και μεθοδολογικά εργαλεία από παραδόσεις, μεταξύ των οποίων η κοινωνική σημειωτική, οι σπουδές στους (νέους) γραμματισμούς και οι σπουδές στις πλατφόρμες και τα μέσα, η αναγνωστική πραγματικότητα εξετάζεται
συνολικά ως κόμβος (nexus) σημειωτικών, τεχνικών, κοινωνικοπολιτισμικών και
ιδεολογικών παραγόντων. Ως εκ τούτου, οι ανακύπτουσες συνέχειες και ασυνέχειες ανάμεσα στη σχολική και την ψηφιακή αναγνωστική συνθήκη αναδεικνύονται πολυεπίπεδες και πολυπαραγοντικές, εφόσον συνιστούν απότοκο της συνέργειας των εφήβων με τις αναγνωστικές ιδιαιτερότητες των εκάστοτε πλατφόρμων, του σχολικού συγκειμένου και των ευρύτερων παγκοσμιο-τοπικών λόγων που επενεργούν κάθετα και οριζόντια στη δυναμική του αναγνωστικού γίγνεσθαι. Ταυτόχρονα, τόσο οι τομές όσο και οι διαφοροποιήσεις των αναγνωστικών πρακτικών θέτουν κρίσιμες προκλήσεις για την εκπαίδευση, αναδεικνύοντας, συνακόλουθα, ότι η χαρτογράφηση του μεταψηφιακού αναγνωστικού φάσματος συνιστά ένα κρίσιμο εγχείρημα για τον εκπαιδευτικό σχεδιασμό.
... These issues include restricted access to educational resources, insufficient nutrition, insecure housing, and high levels of stress and anxiety . Moreover, kids from underprivileged backgrounds may lack the social and cultural capital that might aid academic achievement, such as parental participation, role models, and exposure to enriching experiences (Bourdieu, 1986). Consequently, socioeconomic disadvantages might lead to an increasing achievement gap between pupils from diverse social and economic origins (Amoako-Atta & Asamoah, 2021). ...
The notion that students’ performance on examinations depends only upon teaching and learning and how well the student prepares is overly simplistic. Although these are key factors, other essential factors greatly influence students’ performance. The present study helped to identify one of such significant interventions at Ghana’s Senior High School (SHS) level. This research used quantitative, qualitative, and experiential research approaches. The study aimed to evaluate the effectiveness or otherwise of a motivation policy on academic performance at the SHS level and how it affected students’ performance. Primary and secondary data were used as methodology. The data were analyzed using descriptive and inferential statistics. Two schools, Presbyterian Boys’ Secondary School, Legon (PRESEC Legon) and Presbyterian Senior High School, La (PRESEC La), both in Accra, were used for the study. The motivation policy provided financial rewards to students. The motivation policy had a positive impact on SHS students. The study has developed evidence-based recommendations to help policymakers.
... However, as expected, participants also made systematic errors that illustrate (1) limitations in their knowledge about the network, and (2) the use of multi-step abstraction to make inferences about the existence of others' friendships (Supplementary Table S1). First, even in the best-case scenario where a participant is friends with one of the people in the dyad (Fig 1C, < .001). ...
People routinely navigate their complex social networks[1]: From gossiping strategically with others[2-4] to brokering connections between siloed groups[5,6], our ability to make adaptive social choices hinges on whether we can construct useful mental representations of the social ties within our communities[7]. While decades of neuroscience research have shown that the medial temporal lobe encodes cognitive maps of physical[8-10] or conceptual space[11], how the brain represents our social networks in the wild to solve social problems remains unknown. By combining computational models with functional neuroimaging and longitudinal measurement of an evolving and densely interconnected real-world human network (N=187), we show that the entorhinal cortex encodes a cognitive map of the long-range connectivity between pairs of network members. This social map reflects the particular demands of social navigation and is specifically formatted to encode the simultaneous connectivity between network members, which critically enables tracking how information diffuses across the network. Moreover, the strength of its encoding in the entorhinal cortex aids in brokering connections that improve cohesion within people's social communities. Our results illuminate how a domain-general neural mechanism[12,13] is tailored to prioritize the natural dynamics of social phenomena in order to support adaptive navigation through these highly complex environments.
... (Smith, 2016) (Prasetyo, 2022) On the other hand, Pierre Bourdieu argues that spiritual capital can be understood as a form of cultural capital that includes knowledge, skills, and practices related to religion and spirituality. Bourdieu also saw spiritual capital as a tool for building and maintaining social position (Bourdieu, 1986) (Negacz, 2021). ...
This research examines the collaborative leadership model in the digital era, focusing on implementation challenges and optimization strategies. The digital era has driven fundamental transformations in leadership practices, requiring a shift from traditional hierarchical models to more collaborative and adaptive approaches. The research analyzes leadership paradigm transformation, digital capability development, supporting infrastructure implementation, and sustainability strategies through a comprehensive literature review. The findings indicate that the success of digital collaborative leadership depends on the effective integration of digital competencies with traditional leadership capabilities. Key challenges include digital competency gaps, resistance to change, and the complexity of virtual collaboration management. This research provides a comprehensive framework for optimizing collaborative leadership in the digital era, emphasizing the importance of balancing technological aspects and a human-centric approach.
Keywords: collaborative leadership, digital transformation, e-leadership, digital competency, virtual collaboration.
... Según datos del Instituto Nacional de Estadística y Censos (INEC, 2020), solo el 37% de los hogares rurales tienen acceso a internet, lo que afecta directamente la equidad educativa. La teoría del capital cultural de Bourdieu (1986) sugiere que estas diferencias en el acceso a la tecnología perpetúan desigualdades estructurales, ya que los niños que tienen mayor exposición a herramientas digitales desde edades tempranas desarrollan habilidades que facilitan su rendimiento académico futuro (Van Dijk, 2020). (2004) enfatizan que la brecha digital no solo se refiere a la disponibilidad de infraestructura tecnológica, sino también a la capacidad de los docentes y estudiantes para utilizarla eficazmente. ...
El presente artículo de revisión analiza el impacto del uso de herramientas digitales en la educación inicial en Ecuador, identificando oportunidades y desafíos en su implementación. Se empleó la metodología PRISMA para la revisión sistemática de literatura en bases de datos académicas, seleccionando estudios publicados entre 2013 y 2023. Los hallazgos destacan que las herramientas digitales favorecen el aprendizaje infantil al estimular el pensamiento crítico, la creatividad y la retención de conocimientos. Sin embargo, persisten barreras significativas, como la brecha digital en zonas rurales, la falta de capacitación docente en TIC y la escasa adaptación de contenidos digitales a la diversidad cultural del país. Se evidencia la necesidad de ampliar la conectividad, mejorar la formación docente y desarrollar materiales educativos inclusivos. La investigación concluye que, si bien las tecnologías tienen el potencial de mejorar la educación inicial, su impacto depende de una implementación equitativa y contextualizada.
... According to Bourdieu (1993), history and social conditions illustrate how individuals engage with particular activities. In any given field, such as sports fandom, Bourdieu (1986) explained how capital can be an effective way in which individuals can secure particular profits through their participation. Bourdieu outlined how social capital emerges from networks of relationships that individuals use as a resource in class distinction but accumulating it can be constrained due to the other types and volumes of capital they possess. ...
This study addresses the gambling experiences of 777 adult (aged 18+) sports fans in Australia, collected via an online survey from July 2024 to September2024. Although 86% were aware of gambling advertising in Australian sports, just under one third (31%) gamble on sports, with a majority gambling low amounts of money on an infrequent basis. Focusing on the reasons behind those who gamble, we apply Bourdieu’s concepts of field, habitus, and social and cultural capital to explain how they sought a quest for excitement to accrue social and cultural capital in matches they watched, rather than trying to acquire economic capital. Although they primarily gamble via apps on their mobile phone, gambling discussions with family and friends on apps like Snapchat and WhatsApp maintain social and cultural capital as part of their broader experience of being a sports fan.
... broader game industry (Keogh, 2023), esports is also an autonomous field with its own cultural and symbolic capital, along with actors who demarcate acceptable boundaries (Bourdieu, 2018). University-level esports are a poignant site to see how esports establishes itself with other fields, as schools determine how to coexist with tournament organizers, in what units programs are placed, and which policies apply to gaming. ...
As esports spreads into novel terrains, from collegiate tournaments to military recruitment, competitive gaming can struggle in articulating its legitimacy and value in collision with other professions. Therefore, this paper theoretically situates esports as a contested “field” to illumi-nate where institutions and players compete over social hierarchies. While related to the broader game industry (Keogh, 2023), esports is also an autonomous field with its own cultural and symbolic capital, along with actors who demarcate acceptable boundaries (Bourdieu, 2018). University-level esports are a poignant site to see how esports establishes itself with other fields, as schools determine how to coexist with tournament organizers, in what units programs are placed, and which policies apply to gaming. In other words, overlapping fields inside universities create tension among players, administrators, athletes, and stakeholders. To illustrate these conflicts further, our work analyzes varsity and “dorm room” informal play as a case where field boundaries blur.
... Bourdieu's concept of cultural capital provides a valuable framework for understanding how home literacy practices can influence a child's educational outcomes. 13 This relationship is particularly complex in South Africa due to the diverse linguistic and cultural landscape. Studies have shown that children from homes with rich literacy environments tend to perform better in school-based literacy tasks. ...
South Africa has a complex educational landscape. This study explored four
children's early home literacy practices and their uptake by Grade 1 teachers in rural
Libode, Eastern Cape Province in South Africa. The paper addresses the critical
need for understanding literacy development in multilingual, resource-constrained
environments. Using a qualitative, ethnographic design underpinned by Cultural
Historical Activity Theory (CHAT), the study used observations and interviews in
home and school settings. The findings revealed a rich diversity of home literacy
practices, including oral traditions and emerging digital literacy, contrasting with
the school's emphasis on phonics-based instruction and English as the language of
learning. Significant disparities between home and school practices challenge
children's educational transition. Evidence of translanguaging suggests a potential
for multilingual approaches to instruction. The study contributes valuable insights
for developing culturally responsive pedagogies, informing teacher training, and
guiding resource allocation to enhance literacy outcomes in South Africa's
Foundation Phase.
... To such an extent that a quarter of the agents who were part of these studies [3] and report having participated in mobility processes, 32.6% of them stated that one of their main sources of support came from these networks. These networks are defined as processes of exchange with other cultural agents and artists, as well as spaces for collaboration with associations and unions, with a statistically significant association between this variable and the artistic discipline of their work (theater, dance, circus, live arts, multidisciplinary) [4]. ...
This paper critically examines associative networks within the Ibero-American performing arts sector, drawing extensive data from 17 different countries. It investigates the unique characteristics of networks within the cultural landscape, categorizing them into two distinct types: domestic and associative networks. Through this analysis, the paper elucidates how these associative networks, which support internationalization processes, can be highly effective for certain stakeholders while concurrently acting as exclusionary barriers for others. Such disparities perpetuate unequal access to vital resources, knowledge, and opportunities for the expansion of artistic endeavors across diverse geographical and cultural landscapes. The paper underscores the crucial importance of acknowledging these disparities within cultural policies and emphasizes the need to address the inherent inequalities that exist in the collaborations between various stakeholders. This necessitates a nuanced understanding of the divergent trajectories and contextual factors that influence professionals within the performing arts.
Ang pelikula ay isa sa pinakamakapangyarihang midyum ng sining na nagdadala ng malalim na impluwensiya sa lipunan. Bilang anyo ng panitikan na nagbibigay ng malaking impluwensiya sa bawat indibidwal, isang mapagkukunang libangan kundi isa ring mabisang paraan upang ipahayag ang kultura, kasaysayan, at panlipunang reyalidad ng isang bansa. Sa Pilipinas, ang industriya ng pelikula ay patuloy na nagbabago at umaangkop sa makabagong teknolohiya upang makasabay sa pandaigdigang kompetisyon at dahil na rin sa makabagong teknolohiya na kung saan higit na mapapadali ang paghahatid ng mga kaalaman at higit na mauunawaan at makatutulong sa madaliang pagtugon. Ang pinakaimportanteng bagay sa buong mundo ay maaaring dalhin ng guro sa silid- aralan sa pamamagitan ng paggamit ng educational media, ang konseptong abstrak ay maaaring ipakita sa pamamagitan ng pelikula. Layunin ng pag-aaral na masuri ang kamalayan ng mga piling pelikula sa nagwagi sa Gawad Urian na tinitiyak na mabigyan ng kasagutan ayon sa tema, bisang pangkaisipan, at epekto sa mental na kalusugan at damdamin. Ginamit ang “Descriptive Research Method ” na naglalaman ng mga nararapat na impormasyon na kailangan sa pamamagitan ng pagsusuri sa nilalaman ( Content Analysis ) bilang paraan sa pagsisiyasat sa mga piling pelikula na nagwagi sa Gawad Urian na nakatuon sa tema, bisang pangkaisipan, epekto ng mental na kalusugan, damdamin at interbensyon. Batay sa kongklusyon, ang mga pelikula ay isang makabuluhang sining at intrumento o tulay na tunay na nagbibigay ng kamalayan sa iba’t ibang pangyayari sa lipunan na magsisilbing gabay, repleksyon at nagbibigay kamulatan sa kasalukyang panahon. Ang mga pelikula ay naglalahad ng kwento at nag-uudyok rin nang higit na malalim na pag-unawa at pagkilos para sa ikabubuti ng bawat mamayang Pilipino at lipunan na kumilos para sa patuloy na pagbabago at pag-unlad ng kamalayan pangkaisipan sa paglalakbay, pagtangkilik at pagpapalaga sa mga pelikulang Pilipino. Susing-salita: Pelikula, tema, bisang pangkaisipan, epekto ng mental na kalusugan, damdamin, interbensyon
The purpose of the article is a critical analysis of the most common concepts of regional communities consolidation, their verification based on the results of an empirical study in the regions bordering Ukraine in Russia in the early 20s of this century. Justifying the relevance of the topic under consideration, the authors point out the contradiction between the objectively conditioned, adequate essence of man, the intention to consolidate, which is reflected both in the declarations of state leaders and public leaders, as well as a significant part of the population, and the limitations of its real practices. This contradiction has not yet been satisfactorily explained in the sociological literature, which is dominated by a simplified view of consolidation as a rallying of citizens based on common values. The article examines two concepts of consolidation (value-based cohesion and consolidation as a necessity) and argues that the mechanisms of consolidation are complex and far from obvious. The attempt to simplify the idea of them in epistemological terms reflects the inability to comprehend the real consolidation process in all its inconsistency. In the social aspect, the reasons are related to the desire of researchers to comply with modern political trends, without their full reflection, which indirectly indicates that the “disease” of servility has not been completely cured. The authors prove that only the position of social realism, which is based on an understanding of the ambiguity and heterogeneity of the consolidation process, liberation from considerations of political conjuncture, problematization and deproblematization, reflexive assessment of their own experience of analysis, as well as the experience of other authors, avoids erroneous judgments, although it does not guarantee this. The formulated conclusions are based on the results of two author’s sociological studies conducted in 2021 and 2022 in Belgorod, Voronezh and Kursk regions, and although the research almost did not capture the period of its own, it contrasts quite sharply with the previous “peaceful” period in terms of consolidation practices. This contrast reflects many aspects of the problem not only in relation to the border area, but also to other territories. Based on the results obtained, the authors argue that it is possible to talk about various forms of consolidation – spontaneous, administrative, crisis, partnership, the mechanisms of each of which have their own characteristics. The insufficient success of consolidation is currently associated with the inadequacy of its preferred form (partnership) to the prevailing conditions and the low level of readiness of the population to participate in solving common regional problems. This contradiction is more or less successfully resolved in the frontier regions when choosing a crisis form, in the long term – a mixed, administrative and spontaneous one.
Cultural oppression, as one manifestation of antiblackness in U.S. education, continues to impede Black Americans’ attainment of educational success and sociopolitical equality. Although Bourdieu’s cultural capital framework (CCT) and Critical Race Theory (CRT) have frequently been used to examine such oppression in Black education, research which has directly investigated the viability, theoretical validity, and potential utility of merging these two frameworks for educational research is scant. This article presents the results of a content analysis which was used to explore how CRT might restructure CCT to establish a more pertinent theoretical framework from which to examine the Black educational experience. I demonstrate that their merger is possible only if important alterations are made to many of CCT’s fundamental notions, and I offer three propositions that arise from this merger. These propositions begin to redress CCT’s colorblindness, offer a more precise explanation of the form and functioning of cultural oppression-based (educational) inequality as experienced by Black students and their communities, and can be used for future research in the emerging field of Black Education Studies. Also, they support key contentions about antiblackness in U.S. education and in Afropessimist thought. Implications are discussed, and suggestions for future research and practice are offered.
In this paper, we study the effect of meme marketing on Generation Z's brand perception and show how digital memes are effective tools for gaining the attention of Generation Z. The study through a systematic review of contemporary literature finds that Gen Z gets memes not because of the intellectual content but because they are funny, they are relatable and that they are culturally relevant. The findings show that using meme marketing in the right way opens up a huge potential of improving the brand visibility and increasing customer loyalty by leveraging their social identity and cultural capital. The research that uses frameworks such as Social Identity Theory and Uses and Gratifications Theory about how memes not only facilitate the entertainment, but also cater to deeper psychological need of connection and authenticity. Yet the study also points to some hazards; memes that are regarded as inauthentic or irrelevant have a propensity of negative brand associations. Moreover, meme marketing attracts immediate engagement, but alienates those users who are appealed by the superficial characteristics, unless brands continuously come up with new ways of creating relevant content. Ultimately, this research underscores the dual-edged nature of meme marketing: It presents a lot of opportunities for brands to engage with Gen Z but also requires a savvy mixture of creativity with cultural sensitivity or it will end up alienating the person you're trying to reach.
Refugee integration is a critical global concern, particularly in Refugee Hosting Countries (RHCs) like Uganda. This paper examines Uganda’s unique approach, focusing on the factors that influence the experiences of refugee and host youth aged 16–24 years. Utilising the UK Home Office Indicators of Integration Framework, data from interviews and focus groups reveal the multidimensional nature of integration, with employment identified as a foundational domain. Uganda’s strategy intricately connects work with other integration domains, challenging conventional notions of a ‘successful’ integration process. The findings underscore the necessity for context-specific approaches that acknowledge the complexities surrounding work, rights, and land allocation within the broader integration framework. Despite Uganda’s progressive refugee policies, feelings of marginalisation and unequal rights persist between refugee and host communities. This study proposes several strategic pathways to address these challenges, drawing on successful practices from other contexts. Key recommendations include an urgent review of refugee citizenship and naturalisation processes, as well as a reassessment of the land allocation model to ensure higher quality land for new arrivals.
This study analyzes the results of the regional elections in Soppeng in 2014 and 2020. The results show that economic factors such as the amount of money spent on campaigns are not the only determinants of victory. Non-economic factors such as community support and the relevance of candidates' programs to the needs of the community also have a significant influence. The study compared two pairs of candidates and found that the pair that was closer to the community and had a program that was more in line with the community's needs tended to win, even though they had more limited campaign funds. The findings highlight the importance of community-based campaign strategies, strong support from the community, and relevant programs to win over voters. In addition, this study also concludes that there is a need to improve regulations related to the use of campaign funds, political education for voters, and transparency in campaign finance reporting to strengthen democratic integrity.
Envisioning Dalit emancipation, for Ambedkar, the acquisition of formal modern education and entry into urban spaces were two critical modern pathways for the liberation and economic empowerment of the community. Attaining education is a strategic liberatory instrument to dissociate from the defiling ascriptive work be able to access modern and respectable occupations. He held that Indian villages, organised around the orthodox social structure of the caste system, are anti-democratic dystopian spaces that deny dignity and equality to Dalits, staying away in ghettos isolated from the villages. To understand the possible emancipatory potential of the metropolitan city, the chapter examines whether ‘the city is truly bereft of caste identities,’ as Ambedkar imagined. Does it offer avenues and ‘choices’ of socio-economic mobility to all regardless of caste identity?
This paper presents a study that explores how individuals become entrepreneurs in the context of micro and small enterprises (MSEs) in Nepal. The study specifically considers the sources and avenues of obtaining entrepreneurial knowledge and skills. This focal point is highly significant, because ultimately it is the entrepreneurs’ knowledge base and skills that play a vital role in creating jobs and eventually, income generation for individuals. This study has adopted the lens of Bourdieu’s habitus. Methodologically, this study has utilized narrative inquiry, and six entrepreneurs from Nepali MSEs participated in the field work, by sharing the personal narratives of their experiences, regarding their entrepreneurial journey. The findings reveal that the entrepreneurs of Nepali MSEs, gained entrepreneurial orientation from different sources such as their parent’s professions, past experiences, formal education and training activities, and inspiration of successful personality. They have distinctive ways of ‘becoming’ and adopting the relevant entrepreneurial behaviors that they can utilize within their business careers. Therefore, the insights from this research study that focuses on the ‘course of becoming’ an entrepreneur contribute to the scholarly knowledge on the development of MSE’s within Nepal and similar economies.
This report examines the theoretical and empirical underpinnings of entrepreneurship culture, highlighting its role in shaping entrepreneurial behavior and societal development. This research explores the key determinants, theoretical frameworks, and empirical evidence supporting the development and sustainability of entrepreneurship culture. The study utilizes a mixed-methods approach, including a review of extant literature and empirical analysis, to investigate how cultural values, norms, and policies influence entrepreneurial activity. Findings indicate that entrepreneurship culture is multifaceted, shaped by both intrinsic individual factors and extrinsic societal influences, requiring a holistic understanding for effective policymaking. The report concludes with actionable recommendations to foster entrepreneurship culture, particularly in emerging economies.
The present contribution proposes a low-threshold action plan for research into what we consider critical areas in multilingualism where we see an urgent need for more empirical studies and research-based classroom interventions and a stronger commitment to multilingual standards both in research and teaching. Reaching out to a wide audience of researchers, educationalists and decision makers, we first stake out the conceptual frame for our discussion and delineate the theoretical base that informs our thinking. This is followed by a perforce perfunctory overview of the current state of things. Next, we outline three research tasks with concrete practical suggestions and guidance on how to operationalise and implement the respective projects. Each task is contextualised in terms of its broader socio-educational embedding and prospective practical-theoretical relevance. The overall aim is to challenge traditional monolingual-grounded notions of language development, promote a dynamic and inclusive multilingual perspective in language learning, teaching and assessment, and contribute to a more informed understanding of multilingualism.
The Alternative Learning System (ALS) provides flexible educational opportunities for out-of-school youth and adults in the Cordillera Administrative Region (CAR). The main purpose of this study is to examine the educational pathways and support needs of ALS junior high school completers. This study utilized a concurrent embedded design to analyze the post-program outcomes of ALS junior high school completers in Baguio City and Sablan, concentrating on both academic performance and student experiences. The participants, aged 16-30 from diverse ethnic backgrounds, showed balanced gender representation. Findings reveal that while students excel in basic mathematical problem-solving, they struggle with calculations and understanding concepts, indicating the need for targeted interventions. In science, students grasp fundamental concepts but face challenges in principles and processes, especially in Sablan. Social sciences findings show that Sablan students understand economic systems but struggle with historical and cultural aspects, while Baguio students excel in history but need to improve cultural awareness. Communication skills in both areas are good in grammar but weak in writing and reading. Life and career skills highlight strong self-awareness, empathy, and creativity, yet critical thinking, decision-making, and problem-solving need improvement, particularly in Sablan. Technical skills show the lowest proficiency in computer servicing and food skills in Sablan, and baking and electronics in Baguio. Positive self-perceptions are noted, but Baguio students show disparities in moral self-evaluation and family relationships, suggesting a need for enhanced support. Key challenges include difficulties with modules, social interaction, balancing work, family, and studies, and personal issues such as health and mental health problems. Recommended interventions include simplifying content, targeted academic support, social-emotional well-being, and improved work-life-study balance..
Previous research shows the importance of building up self-help structures in a transnational perspective for the inclusion of migrant women who are fleeing their home countries because of war, violence, or different forms of vulnerability. The mobilization of self-help organizations through the intersection of transnationalism and gender is, in fact, a useful direction for a practice-oriented pedagogy directed both towards (1) the most vulnerable groups of women, or (2) those already empowered either as community leaders or network facilitators, other migrants and the whole native population. For this paper, we compare two video-interviews of refugee women collected in Bulgaria and Italy, which are important receiving countries either at the South-Eastern or Southern external border of the European Union. The research questions of this comparative assessment include: 1) How do refugee women organize themselves for mutual help? 2) How do they build their social networks through transnational practices to bridge with the local people? 3) How is the community or individual empowerment of refugee women achieved across ethnic lines or through gender? The final aim of this investigation is to analyse various patterns of social networks’ creation among refugee women originating from different socio-cultural contexts. The research findings might be useful to instil inclusion practices which are apt to refugee women empowerment.
The integration of biogas technology into the daily lives of families, particularly within their established routines, is essential for its success. This chapter presents an analysis of how households adapt their patterns to fully incorporate biogas technology into their everyday activities. It also examines the actual experiences of families with this integration and its subsequent impact on their lives. Biogas technology can seamlessly fit into family life when it aligns with the established routines and long-standing habits that family members have cultivated. Changes in the spatial organization of homes and the reallocation of time reflect how users’ perceptions of past realities interact with the introduction of this new household technology. Moreover, the integration process is closely linked to pre-existing consumption behaviors that are culturally ingrained within the home. These findings support the assertion made by consumption scholars that renewable energy practices can extend beyond the religious and cultural frameworks of a society, influencing its utilization on a broader social level. In this chapter, the domestication framework of integration and conversion elucidates how technology becomes extensively woven into the fabric of society.
This study discussed the role of traditional Balinese values in collaboration with values in its dynamics in Bali. The resilience of the Islamic community in Bali is its success in combining the values of local communities. Islam came to all corners of the archipelago bringing universal teachings, but local values were accommodated, including local Balinese values. The method used is a qualitative historical method by collecting library data and in-depth interviews. In data analysis, historical analysis is used and all collected data is processed descriptively, and qualitatively. The results of the study showed that the collaboration and cooperation between the Islamic community and the Balinese community have been going on for a long time and deeply. At the contemporary level, there are changes and transformations to efforts to find new values with actual reality. These new values, such as tourism, are the latest challenges of the Balinese Islamic community in building a multicultural society.
The purpose of the article is to investigate the current state of development of creative industries from the point of view of implementing the principles of cultural participation within them. Research methodology. Methods of analysis and synthesis, generalisation and abstraction, as well as systemic and culturological approaches were applied, which made it possible to achieve substantiated research results. The scientific novelty of the work lies in substantiating the importance of participation in the sphere of culture and creative industries, which serves as a means of cultural integration, deepening social interaction and the development of new forms of expression of creativity and creative industries. Conclusions. Cultural participation becomes a driver of the development of creative industries, which not only enriches the cultural space, but also creates new opportunities for economic and social growth. The development of participation in culture allows us to understand its importance for social cohesion, preservation of cultural heritage and stimulation of innovations in creative industries. The principles of cultural participation in creative industries not only diversify modern culture, but also act as a tool for the formation of social capital – connections, trust and mutual assistance in society. The implementation of these principles contributes to the cultural enrichment of society, the accumulation of social capital and the formation of new opportunities for the development of creative industries.
The restaurant is one of the components of the food service industry with high energy demand. The sustainability of its energy consumption is highly desirable for profitability and climate change mitigation. ‘Human factor’ is a phenomenon that is difficult to control in all businesses including the restaurant, and it unfortunately coordinates all other resources. This article reviewed the effects of human factors on sustainable energy consumption, to provide information that will aid better restaurant management towards sustainable operations. A scoping review was employed for the study. Many published articles including grey literature were consulted, but only those with related content were included in the study. The articles were grouped according to several themes capturing issues relating to human factors and the various effects were identified. The study found energy literacy and awareness, behavioral intentions and attitudes, social norms and cultural influences, training and employee engagement, and customer perceptions, expectations, and preferences to be among the human factor issues that affect energy sustainability behaviors. Relevant lessons were drawn from the findings of the study to help restaurants navigate the human factor issues toward sustainable energy utilization. This paper provides information relevant for policy and on-ground administration of restaurants towards enhancing the sustainability of restaurants’ operations. Enhanced energy sustainability in restaurants will contribute greatly to the drive towards climate change mitigation and its consequential benefits.
This article synthesizes qualitative evidence from ethnographies within video game development companies. A best-fit framework synthesis was conducted, combining the strengths of framework and thematic analysis to interpret the results of 55 ethnographic studies. The analysis revealed that the field of video game development is dominated by technologists and publishers with economic and cultural capitals determining the positions within the field. Within every studio cultural, economic, and social capitals significantly influence developers’ experiences, with persistent issues of job precarity, extended working hours, and underrepresentation of marginalized groups. Developers often face limited creative freedom and significant control which affects their work dynamics and inclusion efforts. Despite these challenges, some studies highlighted peripheral areas where diversity is actively sought and valued. The findings underscore the need for targeted interventions at multiple ecological levels to foster a more inclusive and diverse video game development industry.
This study aimed to describe the type and the extent of interference of urban contact varieties (UCVs) in speaking and writing Setswana of Grade 10 learners and how to improve the performance of Setswana Home Language learners. The study was conducted at two high schools where 30 participants were selected from Grade 10 and two Setswana educators from each school. The study employed a qualitative method, two focus groups consisting of ten learners each from each school and four Setswana educators were interviewed. Similarly, class observations and text analysis were also used to collect the data. It was found that most learners do not pass Setswana. This poor scholastic result can be attributed and ascribed to UCVs, especially Sepitori. It is evident that UCVs pose a serious threat to language, Setswana in particular because they interfere with the standard language. The study findings provided insights to the Department of Education about the challenges that Setswana L1 learners encountered that prevented them from excelling in Setswana HL at high schools due to the possible interference of UCVs. Based on the findings the following recommendations can be made. The media must increase programmes promoting the importance of Setswana so that people can be encouraged to use Setswana in public and school without feeling illiterate and must be taught the importance of language maintenance and UCV words should be adopted into Setswana so that learner’s performance in class can improve.
Felix Mendelssohn, a prominent figure of the German Romantic period, is celebrated for his remarkable musical talent and creativity. Among his numerous acclaimed compositions, "Rondo Capriccioso" stands out as one of his most distinctive works. This study aims to deeply analyze the classical and romantic characteristics of Mendelssohn's "Rondo Capriccioso" to explore its musical essence and artistic value. The research methodology involves an extensive review of relevant literature and materials, combined with an in-depth analysis of the composition itself, including an introduction to the composer and the historical context of the work. The study examines the musical structure and shares insights into performance techniques. Findings reveal that "Rondo Capriccioso" showcases Mendelssohn's unique synthesis of classical and romantic music styles, as reflected in its structural layout, harmonic tonality, and innovative compositional techniques. This piece not only demonstrates Mendelssohn's continuation and development of classical traditions but also highlights his innovations and contributions to the romantic music genre. The significance of this study lies in its exploration of the artistic depth of Mendelssohn's compositions, providing fresh perspectives and theoretical support for academic research in music, enriching the understanding of the Romantic era, and offering valuable insights for the performance practice of this work.
The article addresses the issue of Home Literacy Environments as a possible area of interdisciplinary research exploration aimed at finding factors determining the language and reading skills of children and adolescents. The text discusses the directions of international research conducted in recent years, concerning, among others, the course of joint reading sessions (shared reading), recognizing the conditions of parents' involvement in dialogic reading and the relationships between early reading initiations and later school achievements, as well as the participation of parents, teachers and local government institutions in partnership for the development of students' language and reading skills. Particular attention is paid to the characteristics of the tools used in the implemented research projects, allowing for the quantitative and qualitative assessment of selected aspects of home literacy environments. Finally, an integral part of the text is the consideration of the directions of future research that could contribute to recognizing the importance of home reading environments for more complex reading skills such as critical reading.
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