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The forms of capital
... Subscriber: OUP-Reference Gratis Access; date: 28 October 2022 attachment, and civic action (Airriess et al., 2008;Chui et al., 2014;Tierney & Oliver-Smith, 2012;Weil et al., 2018;Xiao et al., 2022). Flood hazard mitigation efforts are theorized to benefit from collaboration and information exchange among diverse stakeholders and actors at multiple scales and governmental levels (Adger, 2003;Bourdieu, 1986;Coleman, 1988;Hamilton & Lubell, 2019;Innes & Booher, 2004;Masterson et al., 2014). The number and diversity of stakeholders involved in the aftermath of a disaster are theorized to have a big impact on procedural and distributive equity. ...
... All recommendations ultimately aim to eliminate marginalization and give voice to all who are likely to be affected by planning decisions. Power imbalances and disparities in knowledge also hinder just climate adaptation and flood mitigation planning Bourdieu, 1986;Chandrasekhar, 2012;Forester, 1982;Innes & Booher, 2004;Wamsler & Raggers, 2018). Consequently, planning scholars and practitioners have explored these different methods. ...
Every flood event reveals hidden disparities within cities—disparities in capacities to anticipate, respond to, and recover from disasters. Studies examining drivers of disparity have found that highly socially vulnerable (e.g., poor, minority) neighborhoods sustain more damage, have access to fewer recovery resources, and experience slower recovery. Climate change and unregulated growth are likely to exacerbate these disparities. Scholars argue that disparities along the lines of race and income are partly due to inadequate planning. Planning for flood mitigation has lacked a deep understanding of values and has therefore overlooked needs and exacerbated physical vulnerability in socially vulnerable neighborhoods.
Increasing local and international attention to the socioeconomic drivers of disaster impacts elicits the question: How can land use planning foster more equitable hazard mitigation practices that meet the needs identified by marginalized communities? Equitable hazard mitigation is advanced through three dimensions. First, contextual equity involves preparing an information base that asks who is vulnerable to flooding, who has (not) been engaged in planning decisions that affect vulnerability to flooding, and why. Recognizing contextual inequities in plans is the first step to making visible historic discrimination and addressing drivers of persisting political disenfranchisement. Second, procedural equity involves organizing a participation process that critically considers whom participation processes should target, how stakeholders should be inclusively engaged, and how multiple values should inform policy priorities. Dedicated planning-participation processes can repair past legacies of power information imbalances and co-produce planning goals. A process where vulnerable, marginalized citizens have as much information and as much say in policy decisions as others adds nuance to planners’ understanding of needs, and enables the incorporation of overlooked values into distribution of land use policies. Third, distributional equity involves designing planning policies so that flood mitigation services and infrastructure are directed to neighborhoods and households most in need. Moreover, distributional equity considerations need to be integrated across the local government plans (e.g., transportation plan, housing plan, and hazard mitigation plan) that affect growth in hazardous areas.
Social equity outcomes further rely on the degree of knowledge transfer between the three dimensions. The effectiveness of distributional equity is critically dependent on contextual and procedural equity and affects how plan outcomes align with the needs and values of disadvantaged and vulnerable communities. Likewise, the scope of contextual equity is shaped by historical distributional and procedural equity or lack thereof. To advance equitable outcomes, more research is required on the implementation and effectiveness of different land use planning approaches. Future inquiries should examine social equity through a multihazard lens; empirically analyze the causal relationships among the contextual, procedural, and distributional equity; and explore the effectiveness of different planning tools and governance structures in fostering socially equitable hazard mitigation.
... Including height in the matching algorithm accords well with the biological hypergamy principle. However, it ignores the important fact that height is only one of the several types of capital that -following Bourdieu's (1986) theory of capital forms -can be outperformed by, for example, males' educational level, occupation, income, socioeconomic resources, or social status. ...
... It is either 0 or 1. Yet, future dating platforms should take into consideration when construction matches that, following Bourdieu (1986), one kind of capital (e.g. income) could outperform another (e.g. ...
Dating platforms play the role of the traditional village matchmaker when they suggest potential partners that would be a good fit (‘match’). This paper reports from an in-depth study of the matching machinery of four dating platforms using a recommendation system based on a matchmaker model to suggest matches. While content-based recommendation systems form suggestions based on the users’ behaviour and interaction patterns, a matchmaker model uses information about the user to form recommendations. In the matchmaker model, what the IT system characterises as the ideal formation and a ‘good match’ is revealed. By using the reverse-engineering method, we find that of the four platforms investigated, three construct and form matches based on the couple’s degree of similarities along psychological and personal aspects, while one platform is based on a ‘the more similar along all kinds of axes, the better’-model. None of the platforms employs the anthropological hypergamy principle, which refers to the tendency of women to choose partners of similar or higher social status, while men do the opposite, into its matching account. Match value, which we conceptualise as the match score assigned by the platforms to couples, is a key component in the platforms’ matching machinery. Match value is a numeric value presented as an objective and scientific score, representing the degree of how well two persons ‘fit’ together. The platforms reduce individuals and relationships to a numeric value based on a psychological personality model, which ignores the person’s wider social network, class and context. The ranked order of matches does not consequently correspond with the match value, which suggests that the platforms provide benefits for paying members.
... A partir da análise desses relatos que comunicam majoritariamente essa autenticidade, pode-se problematizar essa ideia sobre as escolhas dependerem somente da disposição desses jovens. Bourdieu (1986) acredita que o desempenho acadêmico dos indivíduos ao longo de suas trajetórias também depende do desempenho de um determinado capital cultural que está condicionado ao nível de escolaridade dos familiares, classe social, investimentos e compromissos com a formação formal e não formal que influenciam o sucesso acadêmico de seus descendentes (BOURDIEU, 1986). ...
... A partir da análise desses relatos que comunicam majoritariamente essa autenticidade, pode-se problematizar essa ideia sobre as escolhas dependerem somente da disposição desses jovens. Bourdieu (1986) acredita que o desempenho acadêmico dos indivíduos ao longo de suas trajetórias também depende do desempenho de um determinado capital cultural que está condicionado ao nível de escolaridade dos familiares, classe social, investimentos e compromissos com a formação formal e não formal que influenciam o sucesso acadêmico de seus descendentes (BOURDIEU, 1986). ...
O presente trabalho articula emoções a formação em iniciação científica no Programa de Vocação Científica da Fiocruz (Provoc). Seguimos uma abordagem interdisciplinar considerando contribuições de teóricos das Ciências Humanas e Sociais. Usamos os pressupostos teóricos de Lev Vigotski, em sua Teoria das Emoções, de Paulo Freire nos seus ensinos sobre a Pedagogia da Autonomia e de Émile Durkheim na perspectiva socioconstrucionista que destaca o papel primordial das emoções na sociedade. Procuramos identificar como as emoções podem se relacionar com o processo ensino-aprendizagem vivenciado na experiência do programa e com a confirmação ou alteração das escolhas profissionais no Programa de Vocação Científica (Provoc). Nossos argumentos são exemplificados com dois trabalhos de pesquisa anteriores onde coletamos depoimentos de quinze alunos, oito moças e sete rapazes, entrevistados no ano de 2006 e de trinta e dois egressos entrevistados entre 2007 e 2011, sendo vinte e três egressas e nove egressos. As pesquisas fizeram uso da metodologia qualitativa/naturalista e da análise de conteúdo. Os relatos nos mostram que o Provoc pode ser um diferencial para seus alunos, egressos, orientadores e coorientadores na medida em que efetivamente promova uma aprendizagem afetiva regida por códigos institucionais aprendidos socialmente.
... From Bourdieu's perspective, museum practices can be seen as symbolic power, namely embodied forms of capital, including economic, social, and cultural capital, in which people who have specific economic competencies have more opportunities to develop cultural tastes such as arts, language, educational backgrounds, and knowledge to build social relationships. Thus, the museum can be seen as a field where people can gain cultural knowledge and build social networks to raise dignity, honor, and life competence (Bourdieu 1979(Bourdieu , 1984(Bourdieu , 1986(Bourdieu , 1996. ...
... Through various social and cultural learning experiences, student curators cultivated volunteerism and gained new academic and professional knowledge about their fields, such as sociolinguistics and intercultural competence. Therefore, they could develop symbolic capital and maintain accumulated social and cultural capital such as linguistic knowledge, social network circles, and political savvy (Bourdieu 1986(Bourdieu , 1991. ...
The COVID-19 pandemic has hindered the effectiveness of museum management and curatorship, a growing concern for the movement of international heritage conservation. Accordingly, this participatory action research explores the emergence of the Museum of World Languages at Shanghai International Studies University during the COVID-19 pandemic. By drawing insights from Pierre Bourdieu's concepts of symbolic power and social agency in the new museology, this paper explores the educative, social, and political roles of the new language museum and the experiences of student curators with the new language museum. This paper promotes scholarly conversations about the curatorial narration of the language halls, the new coordinator's responsibility, curatorial philosophy, experiential learning, social responsibility, political savvy, and intercultural communication and digital literacy competencies among the student curators. This study enhances the theoretical rigor and provides practical action agendas for diverse stakeholders in higher education administration and museum management beyond the COVID-19 pandemic.
... By doing so, we hope to contribute to the development and enhancement of empirical research on entrepreneurship still understudied in Vietnam. In terms of conceptual and theoretical approach, we principally base on social capital theory (Putnam, 1993;Bourdieu, 1986), in which social capital is often perceived as key determinants of entrepreneurial performance (Granovetter, 1973). Studying social capital sources, we have focused on entrepreneurs' networks of friends, colleagues and farther and closer relatives and family members (Delmar and Davidsson, 2000), their collaboration, cooperation and coordination patterns (Kenney et al., 2013;Batjargal, 2007), their place in social stratifications as drivers of entrepreneurial performance. ...
... Social capital is determined by social networks including family, friends and colleagues as well as education and professional experiences (Bourdieu, 1986;Audretsch, 2017). Putnam (1993) defines social capital as social networks and trust that facilitate entrepreneurial coordination and cooperation. ...
This paper examines the sources and the development patterns of the most successful Vietnamese entrepreneurs, many of them are in the Forbes list. In order to test three competing hypotheses, we analyse the biographies of the founders of Vietnam's biggest companies whose private assets surpassed USD100 million as of June 2022 when COVID-19 was officially declared over. In contrast to the prevailing assumption that the most successful entrepreneurs are returnees from the West, we have found that they are predominantly graduates from universities in Eastern Europe. Rather than Western or national entrepreneurial experience, our findings pointed to the very specific
... Family SES is a notion that captures a family's economic, cultural, and social capital, which is often indicated by household income, parents' educational level, and occupational status (Bourdieu, 1986;Bradley & Corwyn, 2002;Coleman, 1988). The association between family SES and young children's language and literacy achievement is well-established in the literature. ...
... SES is considered an environmental factor that operates at the exosystem level (Grolig, 2020;, and its effect is indirect and mediated by other more proximal factors (Bradley & Corwyn, 2002), such as the home environment. Furthermore, the home environment is critical in helping children to acquire cultural capital (Bourdieu & Wacquant, 1992), which refers to the possession of cultural goods and resources (e.g., books and artwork), as well as the ability to utilize and learn from cultural goods and resources (Bourdieu, 1986;Zhang et al., 2020). Taken together, the home environment serves as an important agent of family SES. ...
Research Findings: The present study examined the relation between socioeconomic status (SES) and Chinese children’s development of English as a second language in Hong Kong, and whether the home literacy environment (HLE) was an important mediator. Participants were 237 children (110 girls, Mage = 47.38 months, SDage = 3.66) and one of their caregivers. Children were assessed on phonological awareness, receptive vocabulary, expressive vocabulary, and letter knowledge. Information on HLE (i.e. shared reading, extratextual talk, direct teaching, play and media-based activities, and literacy resources) was obtained via a caregiver questionnaire. Findings revealed significant SES differences in all aspects of HLE, as well as in children’s English receptive vocabulary, expressive vocabulary, and letter knowledge. HLE was differentially related to children’s English skills, suggesting the mediating effect of HLE in the relation between SES and Chinese children’s English skills. Practice or Policy: Findings from this study highlight the features of HLE that can best support children’s second language development. The results can also inform the design of family interventions and policies aimed at reducing educational disparities.
... When it comes to linking language ideologies to power, research on language ideologies has frequently drawn on the notions of linguistic capital and of the linguistic market developed by sociologist Pierre Bourdieu (1977Bourdieu ( , 1986Bourdieu ( , 1991. Bourdieu mobilised these two notions to explain how certain linguistic resources acquire value as legitimate language. ...
... The latter can be constituted in different ways: for instance, anything from a single school to a national education system could be considered as a linguistic market, and under the current conditions of globalisation, one can also speak of globalised linguistic marketplaces (Park & Wee, 2013). While this notion of the linguistic market is mainly to be understood in metaphorical terms, Bourdieu (1986) It is also important to note that the questions asked by research on language ideologies in linguistic anthropology or sociolinguistics are akin to the ones asked by different approaches of Critical Discourse Analysis (e.g. Fairclough, 1989;van Dijk, 2001;Wodak & Meyer, 2001). ...
This thesis has adopted a subject-centred approach (Busch, 2015, 2017, 2020) in order to examine how adolescents in South Tyrol construct their linguistic repertoires and position themselves as speakers, and to investigate how such positionings relate to ideologies of language. It aimed to produce a situated account of how language ideologies affect speakers’ linguistic repertoires. The South Tyrolean context lends itself to such an investigation, as issues around language are highly salient there (Alber, 2012). I have drawn on language-biographical interviews with twenty-four adolescents in South Tyrol that I conducted around language portraits as visualisations of their linguistic repertoires. I considered interviews as co-constructed interactions. Alongside concepts of positioning (Bamberg, 1997; Davies & Harré, 1990; Spitzmüller, 2013), I drew on the analytical toolkits developed within different approaches to interactional analyses and included embodied aspects into analysis. I found that my interview partners’ accounts of their linguistic repertoires grouped into three major themes: they involved descriptions of language practices, positionings in terms of competence and positionings in affective terms. With regard to language practices, I showed that my interview partners largely described these by either assigning one named language or dialect to a specific social space, or by describing them as orderly alternations between a set of named languages and/or dialects. I showed how positionings in terms of competence were at times informed by the ideological figure of the native speaker. I also demonstrated that language ideologies construct the competent speaker as one who speaks a normatively correct, ‘pure’ language effortlessly and can successfully communicate across the widest possible spectrum of encounters. In terms of affective positionings, I found that my interview partners took stances of affective attachment, of desire, of enjoyment, of indifference and of dislike towards specific named languages or dialects, and that they narrated instances of lived experience of language in which they position themselves as ashamed, anxious, proud, regretful, pained, angry or frustrated, which in turn was informed by language ideologies.
... When teachers prepare lessons about cultures, they not only deliver knowledge about cultures, but also convey their habitus through teaching. Bourdieu (1986) defines habitus as the way one perceives the society around them and acts accordingly. Habitus is inherited from an individuals' family that shapes the understanding, attitudes, and behaviors to understand what counts as "capital." ...
... When they had to teach cultural topics, Mina thought that classroom management was important and if she can manage students well, then teaching cultural issues would not be a problem. As described in Bourdieu's (1986) theory, these linguistic practices were rooted in each social field, and these skills are in accordance with the conventional approach (Carrington & Luke, 1997). When Mita and Mina delivered their lesson, their content consisted of linguistic practices that they thought would benefit their students, which are valued and dynamic within these two pre-service teachers, and that's the way what they have been learning English in their social field. ...
This study aims to examine how and in what ways pre-service teachers’ identities are constructed and developed in student-teaching experiences. In this study, two Taiwanese EFL university pre-service teachers participated in a year-long 2019-2020 case study at Southern University. Data consisted of pre-service teacher multicultural attitudes, the transcriptions of course documents, and open-ended interviews. The study suggests that the pre-service teachers’ beliefs play a significant role in shaping their understanding of language learning and teaching. Additionally, the experiences pre-service teachers have in diverse cultural settings shape their identities and inform their future teaching practices as they develop the ability to connect with their students and offer valuable insights. The results suggest that future pre-service teacher education programs should nurture pre-service teachers’ multicultural awareness and cultural teaching strategies before and during teaching the students.
... Primary effects are differences in educational achievement that are linked to groupspecific resources. In terms of the capital approach of Bourdieu (2011Bourdieu ( [1986), disadvantages in educational attainment in the sense of such primary effects relate to a lack of cultural capital (for example, books, educational level of the parents), social capital (social networks, peer and parental support), and economic capital (financial resources). Secondary effects relate to group-specific educational decisions at certain points of educational transition (for example, from lower secondary school to an upper secondary school track, from upper secondary education to tertiary education) that are based on cost-benefit evaluations against the background of resources and constraints (Breen and Goldthorpe, 1997;Stocké, 2007). ...
... Primary effects are differences in educational achievement that are linked to groupspecific resources. In terms of the capital approach of Bourdieu (2011Bourdieu ( [1986), disadvantages in educational attainment in the sense of such primary effects relate to a lack of cultural capital (for example, books, educational level of the parents), social capital (social networks, peer and parental support), and economic capital (financial resources). Secondary effects relate to group-specific educational decisions at certain points of educational transition (for example, from lower secondary school to an upper secondary school track, from upper secondary education to tertiary education) that are based on cost-benefit evaluations against the background of resources and constraints (Breen and Goldthorpe, 1997;Stocké, 2007). ...
... The sources of socioeconomic inequity in academic achievement are many. Higher-income students are afforded more of the well-known forms of capital (Bourdieu, 1986)-economic, social, and cultural-through investments and stimuli provided by their parents (Haveman & Wolfe, 1995;Sirin, 2005;Bukodi & Goldethorpe, 2013). In many countries, however, the same forms of capital afford higher-SES students access to better schools, in better neighborhoods, with better learning opportunities (OECD, 2012;OECD, 2019;European Commission, 2020). ...
Recent and older studies have reported either a persistence or a widening of the socioeconomic achievement gap-the difference in performance between students in top and bottom socioeconomic groups. Using a panel data technique with country fixed effects for 32 education systems and six waves of data from the Trends in International Mathematics and Science Study, we examine whether the sorting of teachers by specialization level in mathematics education and novice status across students of different socioeconomic backgrounds exacerbates mathematics achievement inequity despite the presence of a time-varying control for socioeconomic school segregation. We find modest evidence that sorting by mathematics education is associated with achievement inequity, but no evidence supporting the importance of sorting based on teacher experience. Socioeconomic school segregation, on the other hand, clearly and persistently exacerbates achievement inequity. The results have policy implications regarding the effective distribution of educational resources.
... Use of the term 'infrastructure' can be likened to the idea of 'capital', where that term has taken on multiple meanings, including 'cultural, social, and symbolic' capital (Bordieu 2018), and now also includes natural, intellectual, social, organizational and other forms like the triple bottom line (Elkington 1998;Porritt 2007). Like 'capital' as an economic production factor, infrastructure is not valued for its own sake, but rather for its ability to help produce needed services, goods, and provisioning (Bollier and Helfrich 2019). ...
Many efforts are focused on transformation to wellbeing economies as economies oriented towards equity, social justice, and human wellbeing in a flourishing natural environment (wellbeing economics). Drawing from analysis of innovations associated with these efforts, we emerge a framework of wellbeing-oriented ‘economic operating infrastructure’ (EOI). This is presented as a typology of six core types of economic transformation innovations nested from innovations with the broadest reach (narratives) to the most specific (products and services). Development of the typology was guided by a set of wellbeing economies values that help in identifying which innovations to include. The innovations were identified by research on the internet, technical reports, and published articles. The typology elements are: innovations in economic narratives; governance; financing mechanisms; exchange mechanisms; business structures; and the products and services derived from them. Examples are presented in each category to illustrate how this infrastructure is emerging in alignment with establishing wellbeing economies. This exploratory and descriptive typology provides a preliminary framework for developing a strategic approach to economic transformation through wellbeing economic infrastructure development. Four EOI-based activities are identified to accelerate this transformation.
... Intrapersonal leadership competencies also reflect the role of responsibility, work, and careergrowth orientation (Boyce et al., 2010;Mumford et al., 2000). On the other hand, social capital development in an organization reflects the capacity for leaders and employees to engage with others through the building of network relationships and interpersonal exchange (Avolio & Gardner, 2005;Bourdieu, 1986;Day, 2000;Galli & Müller-Stewens, 2012;Subramony et al., 2018). Specific examples of the intrapersonal leaders' competencies are commitment, trust and trustworthiness, social awareness and communication skills, and shared vision (Coleman, 1988;Day 2000;Bouty, 2000;Tsai & Ghoshal, 1998;Subramony et al., 2018). ...
... Πρόκειται για αλληλένδετους μηχανισμούς που ο ένας τροφοδοτεί τον άλλον, χωρίς να παρουσιάζεται ξεκάθαρα μια σύνδεση, οδηγώντας στην εγχάραξη κανόνων. Η εγχάραξη ως έννοια σχετίζεται άμεσα με το εκπαιδευτικό σύστημα και συγκεκριμένα αφορά στα σχήματα σκέψης και δράσης, στη διαμόρφωση του habitus (Bourdieu, 2018). Το τελευταίο συνδέεται με την πολιτιστική αυθαιρεσία, αφού μεταλαμπαδεύει τις αξίες της κυρίαρχης τάξης στα παιδιά, που είναι από μόνη της μια διαδικασία συμβολικής βίας. ...
The educational system, as an ideological mechanism of the state, perpetuates the dominant culture, through internal and external functions that reproduce inequalities. Over the years, it has been observed that the school supports the upper social class, its values and attitudes, since it promotes a model of thought and behavior that is in line with that of the dominant culture. In this way, pupils from the middle or lower class cannot succeed in school examinations or follow a career path that will help them improve their social situation. Educational inequalities, of course, are achieved through indirect, covert ways, which gradually achieve the adoption of stereotypical behaviors and norms. But in a world where formal learning is not one's only option, there is a particular interest in whether the school will retain its dominant role.
... Certain objects are attributed as the cause of happiness, which means they already circulate as social goods before we "happen" upon them, which is why we might happen upon them in the first place. (28) From this view, the temporal scales stretch from our fleeting moments of bodily contact with particular objects to their circulation as particular kinds of capital within enduring structures of power (Bourdieu 1986). Thus, the affective valence that an object obtains for us is shaped by a variety of layered factors, including our embodied experience of engaging with that object, the other objects that we tend to associate it with, and the established valence and value of the object within the anterior societal structures that both precede and surround us. ...
Across diverse yet largely unconnected reports, including language-focused research studies, psychotherapeutic case studies, literary biographies, and journalism, evidence exists of people distancing themselves from previously acquired linguistic resources, such as accents, dialects, and even named languages. In this article, I begin by discussing a selection of those reports, before arguing that there is a general process shared by these varied cases: linguistic dissociation. I then unpack my definition of linguistic dissociation, a relatively enduring psychosocial process in which an individual or group distances themselves from a set of linguistic practices already within their repertoire because those practices have come to connote a state of significant intersubjective disharmony, or contrasubjectivity. I construct a theoretical framework supported by related concepts—affective valence, evaluative conditioning, contrasubjectivity, prosubjectivity, and undesire—that provide a common theoretical vocabulary for discussing the phenomenon of linguistic dissociation and act as sensitizing tools for identifying and understanding heretofore unexamined linguistic distancing behaviours in other individuals and groups. I conclude by posing questions that future work on linguistic dissociation might answer.
... Field describes an area of practice characterized by an internal struggle for limited power or resources [20,21,22]. Power distribution can be understood by considering the notion of capital or what is valued within the field [23]. Capital is an acquired form of power or influence, taking many forms, all of which are ultimately resources that can be exploited. ...
We draw on Bourdieu's work on the sociology of education and introduce the idea of building social capital and community in the often misunderstood, one-sided narrative of online learning, which is seen as both an isolated and isolating experience. We also look at educational praxis, which is "informed, committed action," to address socially differentiated educational attainment, which is perceived to be more pronounced in online learning. To investigate this, we perform a narrative analysis of qualitative data from student evaluations of three online asynchronous courses taught within the past two years, where we introduced regular synchronous sessions. Our findings indicate that synchronous sessions, especially during the pandemic, were perceived by students as a cornerstone of a pedagogy of care. Further, the data suggest that these sessions work better than fully asynchronous courses for students prone to lower educational attainment due to uncontrollable conditions (e.g., socio-economic status, race) because of the additional layer of support. Finally, our findings indicate that these sessions represent one effective way for students to build social capital and community in courses that are otherwise fully asynchronous.
... Cultural capital is a concept that has yet to be fully acknowledged in the study of port city territories. The concept of cultural capital has been used by many scholars over the span of four decades, starting with Bourdieu (1986). According to this author, cultural capital manifests itself in three ways: in the body and mind of a person (e.g., 'Ich bin ein Berliner'), in an objectified form of status-photos, paintings, books, instruments, machines, etc.), and in an institutionalised form, when culture is widely recognised or confirmed, for example, by a scientific institution or publication. ...
Port cities and their neighbouring areas, located at the confines between sea and land, are key hubs in the transportation of goods and people. Ports serve global transport needs, while they are embedded in local geographies, topographies, political, economic and historical settlements. People have always been attracted to
human settlements at the interface of water and land. These settlements have evolved into large population centres and metropolitan areas. Major cities, economic hubs and trade centres are engines of key importance for expansive territories and the
ports in their vicinity, but they are also places at the forefront of many contemporary threats, including sea level rise as a consequence of climate change. Today, according to the United Nations Development Programme, 55% of humans worldwide live
in cities and 40% live within 100 kms off the coast, thus in the vicinity of waterrelated threats. Maritime and logistic flows cross ports and densely built territories, creating additional environmental and other challenges. The war in Ukraine, long
periods of drought and excessive water levels due to heavy rainfall in Pakistan are only the latest examples of both the need for and the danger of port activities for cities and landscapes. Nonetheless, a comprehensive understanding of the relationships
between ports, cities and their territories is missing. This special issue argues that we need to embrace a holistic, inclusive approach to port city development, based on ecosystems values, embedded in various layers of capital: natural, cultural, social,
human, industrial and creative. To achieve a port city symbiosis and avoid parasitism—defined here as a relationship where one partner benefits at the expense of another-, new port governance frameworks will have to answer to what knowledge needs to be shared to make multiple value creation in the port city ecosystem happen. For transitions to happen, port city territories will have to nurture ecosystem values to unlock this capital. New governance constellations will have to be based on shared mindsets, deeper understanding of the interests of local communities, and a set of collaborative principles. What exactly the relationships are between port, city and territory, how maritime flows relate to them, and whether or to what degree these connections are symbiotic or parasitic is subject for further exploration.
... However, the most important result of applying the LDA algorithm to a collection of several thousand abstracts of scientific articles is, of course, the identification of the 12 topics alone within social welfare based on a generative statistical model that 'assumes that the observed documents are produced from a mixture of latent topics' (Lindstedt, 2019, p. 308). The topics identified provide valuable information for social welfare researchers, both from the side of historically shaped discourses, which are subject to (i) specific fashions (certain problem areas are more readily taken up in certain periods and some are not), (ii) divisions within particular disciplines (institutional struggle in the field of science, using Pierre Bourdieu's (1986) terminology), or (iii) assessment in terms of their impact on the discipline(s) as measured by bibliometric indicators. However, since they were generated without being influenced by the researchers' prior assumptions (leaving aside strictly methodological issues that had to be addressed from the research procedure point of view), these topics have a highly objectified character from an epistemological standpoint (cf. the polemic position in Pääkkönen & Ylikoski, 2021), not to mention the value of overview knowledge (cf. ...
With an increased focus on social well‐being in response to a burgeoning global economy exposing the weaknesses of social welfare policies, research output in the field has grown exponentially. Keeping track of the evolving research themes proves difficult due to the steady rise in the number of studies published in the interdisciplinary field of social welfare. Therefore, researchers need a comprehensive overview to confirm the current shape of the field based on the published research. Using a latent Dirichlet allocation algorithm as a topic modelling technique, this study identified 12 prominent themes from more than 10,000 research outputs on social welfare published from 2000 to 2020 in Scopus‐indexed journals. Such an exploratory text‐mining approach to literature review provides broad insights into the diversity of research and may serve as a foundation for further in‐depth studies. Identifying these 12 thematic areas and their sub‐themes allows us to articulate the complexity and diversity of social welfare issues, which go far beyond the field of well‐established welfare economics or social work. The study shows that the topic of ‘social welfare’ has not only evolved over time but has significantly broadened its meaning. It can no longer be solely synonymous with institutional social security. We contend that research in this area needs to take into account a broader and more systematic range of determinants constituting the dynamic character of social welfare.
... In recent decades, a large number of sociologists and economists have studied social capital and developed many definitions to conceptualize it. Bourdieu [52] was the first sociologist to formally propose the in the United States and Smart Energy Neighbourhoods in the United Kingdom [37,38]. In addition, information dissemination can be promoted more effectively through the gathering of homogeneous groups and the establishment of social relations, while the lack of information is widely regarded as the most critical obstacle to market acceptance [32,39,40]. ...
The mobilisation of diverse social capital is critical to the promotion of renewable energy technologies. In this paper, we construct a model to explore the role of rooted and multidimensional social capital on villagers' willingness to adopt residential rooftop PV (RRPV). We also identified the characteristics of rural information transmission and opinion leaders in this process. The results show that (1) structural and relational social capital promote villagers' willingness to adopt RRPV through two mechanisms: information transmission and social influence, with the former being stronger. (2) Structural social capital tends to play a role through villagers' usefulness, benefits and environmental perceptions, whereas relational social capital tends to focus on ease of use, cost and risk perceptions. In addition, villagers' psychological perceptions play a mediating role. (3) There are multiple opinion leaders in the same village who are no longer respected elders but have heterogeneous information. Factories outside and entertainment places inside the village are also identified as sources of information. (4) The information transmission network of rural RRPV shows an obvious ripple effect, and structural holes widely exist. This study provides rich policy implications for rural renewable energy promotion and energy transition in China and other developing countries.
... In a high-density network such as a network closure structure, any actor's abnormal behavior information would be rapidly diffused and sanctioned. This also makes each actor in the network benefit from the network equally, which becomes a kind of image construction mechanism (Bourdieu, 1986). Evermore, in this structure, the information obtained by each actor in the network is basically equal and repeated. ...
The article aims to explore the evolutionary stages and paths of an innovation network in industrial cluster through case studying of Nanchong SSGIC in China. After reviewing the structure of the innovation network in industrial cluster, the article considers that the industrial cluster innovation network could be divided into three stages (the initial formation stage, the aggregation development stage, and the coordinated development stage) and probes different evolutionary paths based on the perspective of network structure characteristics and hub enterprises. Through the case analysis of the Nanchong SSGIC, the results show that (1) the evolutionary stages which be divided by this article could be well used in the analysis of the development stage of the Nanchong SSGIC innovation network; (2) based on the structural characteristics of the innovation network and the development of hub enterprises in Nanchong SSGIC, moving forward according to the path E is a good choice; (3) the strong support of the governments is an important guarantee force for the evolution of the cluster innovation network; (4) and a clear understanding of the characteristics of the evolutionary stages and paths of the Nanchong SSGIC innovation network is important for guiding the development of the cluster. The findings provide a valuable reference for research in relevant fields, especially for the study of traditional industrial clusters in developing countries.
... Similarly, EC, with its origins in human capital theory, suggests that knowledge in the form of capabilities and competencies increases entrepreneurial performance (Unger et al., 2011). According to Bourdieu (1986), firms possess various forms of capital, such as human, social, and economic capital, that are interchangeable and may be converted into tangible resources and effective power. Previous studies have examined the influence of various forms of capital on agribusinesses (Teklehaimanot et al., 2017;Thindisa, 2014;Tyenjana and Taruvinga, 2019), and a common theme which emanates from these studies is that EC is best analysed as a multi-dimensional construct which then has links to increased performance. ...
There has been a proliferation of scholarly and practitioner interest in improving the competitiveness of small and medium agribusinesses involved in value-added processing activities in Africa. However, despite such interest, there is a paucity of entrepreneurship-focused research on the competitiveness of small and medium agribusinesses. Consequently, the purpose of this study was to test the relationship between the influence of entrepreneurial orientation and the compliance with standards of value-added processing facilities on the competitiveness of small and medium agribusinesses. Moreover, the moderating effects of entrepreneurial capital on this relationship were tested since entrepreneurial resources are firm-specific, potentially heterogeneous, and may be converted into tangible resources and effective market power. A survey was administered to a sample of 243 small and medium agribusinesses involved in value-added processing activities in South Africa. The study used hierarchical and sequential regression analysis to test the study models, which included testing for moderation effects. The results highlight that agribusiness competitiveness was enabled by higher levels of entrepreneurial capital, which is used by enterprises to integrate and leverage entrepreneurial orientation. It is recommended that policy makers prioritise and promote entrepreneurial orientation and develop entrepreneurial capital by offering programmes and incubation facilities targeting agribusinesses involved in value-added processing activities.
... As I was not aware of the philosophical inspirations of the game when I first played it, I did not experience the contradictions identified by Hocking. More generally, I argue that the level of ludonarrative dissonance perceived by players is determined by their personal biographies, in a twofold way: on the one hand, by their personal lived experience, in line with Galloway's (2004) observation that games are perceived as "realistic" if a degree of congruence exists between the realities expressed by a game and the social realities lived by the player; and on the other hand by what I identify as a person's inter-and paratextual biography, or the entirety of textual expressions that a person has engaged with when playing a game, as a form of cultural capital (Bourdieu, 1986). This observation presents an important addition to the plurimedial level of analysis identified by Erll (2008) and Pötzsch and Šisler (2019), in that meaning-making potentials of mediated mnemonic expressions are not only embraced, negotiated, and/or subverted. ...
Ever since the emergence of digital gaming as a popular pastime, the Second World War has been one of its major sources of inspiration. This article contributes to the study of the memory-making potential of historical digital entertainment games, by offering an analysis of The Saboteur, an American game that is set in France during the Second World War and that offers a depiction of an explorable open game world occupied by the Nazi regime. Through an analysis of a game's paratextual positioning, its ludic social discourse, and instances of perceived ludonarrative dissonance from a historical and cultural memory perspective, the article concludes that the game offers a romanticized representation of male violent resistance against the Nazi occupier who is depicted as Manichaeistically evil and a-historically violent. This representation equally reconfirms the dominant cultural memory narratives formulated in France and the United States during and immediately after the war.
... En este contexto, los estudios de las instituciones en general y de las universidades en particular utilizan el supuesto de racionalidad implícito en la teoría económica, no obstante, esto ha limitado el sentido de identificar las prácticas de los individuos más allá de los mecanismos de intercambio mercantil. Bourdieu (1986) criticó la tendencia de la ciencia económica que, en el grado que da por hecho los principios del orden que intenta analizar (propiedad privada, ganancia, trabajo asalariado, etcétera) ha frenado la conformación de una ciencia general de la economía de las prácticas, que abordaría el intercambio mercantil como un caso particular del intercambio en todas sus formas. De tal forma que, planteó una teoría de las prácticas capaz de visibilizar el capital y la ganancia en todas sus formas, para establecer las leyes por las que los diferentes tipos de capital (o de poder) se transforman unos en otros de acuerdo con el ámbito en el que funcione. ...
El objetivo de este documento es analizar los diferentes recursos y experiencias vitales con las que cuenta el personal académico, para determinar qué capital o capitales poseen mayor peso en la vida profesional dentro de las universidades públicas del Noroeste de México, tomando como fundamento teórico la propuesta de los capitales de Pierre Bourdieu. Es un estudio cualitativo con alcance descriptivo realizado con observación participante y entrevista híbrida en dos aspectos (historia de vida/profundidad). Dichas técnicas permitieron develar la estructura inteligible de las trayectorias de los diferentes recursos o disposiciones que los actores ponen en juego para ganar o permanecer en una posición dentro espacio social materializado en el campo específico de la universidad. Uno de los principales hallazgos fue que el capital político es determinante para la posición de poder, promoción y estatus de los académicos dentro del habitus de las universidades públicas estudiadas en el Estado
de Sinaloa
... Past scholarship tended to attribute differences in student success metrics to gaps in cultural and social capital that hinder first-generation students' ability to navigate both the social and academic landscape (Collier & Morgan, 2008;Pascarella et al., 2004). Bourdieu's (1986) constructs of cultural and social capital, when applied to higher education, refer generally to knowledge of college campus processes and access to traditional supportive networks that connect students to information and resources that help them achieve educational and career success. From this lens, the absence of college experience within families contributes to students' lack of relevant cultural knowledge and social ties in college, which then drives disparities in educational attainment (Collier & Morgan, 2008). ...
This study utilized the large-scale, multi-institutional CASSIE dataset to examine the impact of education abroad participation on academic outcomes for first-generation college students. Using robust multivariate matching methodology that effectively minimized self-selection bias, results showed the magnitude of benefit offered by studying abroad was greater for first-generation students than for continuing-generation students. Even after matching on a variety of background and prior achievement variables, first-generation students who studied abroad had higher 4- and 6-year graduation rates, had higher cumulative GPA scores, and took less time to graduate—relative to first-generation students who did not study abroad. These findings suggest that education abroad programming can be leveraged as a high-impact educational practice to promote college completion rates among first-generation students.
... Education systems that privilege students from certain backgrounds has been framed using having social and cultural capital theory (Bourdieu, 1986). Social and cultural capital are the connections and relationships, shared values and understandings in society that enable individuals and groups to trust each other and work together to thrive. ...
Australian university students who are the first in their family to attend university are more likely to encounter challenges in their transition to university, and programs to support students are important for success and retention. Fifteen first-in-family (FiF) students participated in an Australian-first pilot orientation program. Program students had better engagement (attendance and study hours) and higher grades compared to a control group. There were no group differences in self-efficacy, program participants had steady social support over time while the control group experienced a decline across semester 1. Qualitative findings indicate that participants felt confident about their transition and did not report academic challenges. They had made connections and felt supported. Commute times were the most common adjustment reported.
... Bourdieu defines three forms of capital that are present in all fields (Bourdieu, 1986;Rudeloff, 2022): Economic capital refers to all monetary resources. Social capital signifies resources based on connections to other people, e.g. group memberships. ...
As a result of the digitalization of corporate communications, the professional figure of the social media manager (SMM) has emerged in recent years. This paper aims to examine the emergence of this figure within the established structure of communication departments from the perspective of Bourdieu’s field theory. The study focuses on the question of how SMMs, as relatively new actors in the field, succeed in building legitimacy. Based on a qualitative content analysis of guided interviews with SMM (N = 25), the internal positioning strategies of SMM are examined. The results show that SMM position themselves primarily through digital incorporated cultural capital. Three positioning strat-egies can be distinguished: Effectiveness, efficiency, and field-external strategies. In addition, habitus mediated connections between the social positions of SMM in the field and the respective positioning strategies become evident. With the help of Bourdieu’s theory, this study contributes to an analysis of the practices of SMM against the background of their social-structural conditions in the field of corporate communications.
... The term social capital designates a set of intangible resources available in families and communities that help to promote the social development of an individual and the attainment of his/her goals (Loury, 1977;Bourdieu, 1986;Coleman, 1988;Portes, 1998). It is quite a complex concept since it is multidimensional and multidisciplinary and thus very difficult to define from an operational point of view and thus to measure (Adler & Kwon, 2002). ...
We explore the role of social capital in explaining reproductive behaviour and its differences among the European countries. We adopt a comprehensive concept of social capital that combines several elementary indicators and estimate its impact on the probability of having a first or a further child among reproductive-age women currently in a partnership union. We cluster countries in four groups and discuss the results in terms of different welfare state regimes. Data come from the 2014 EU Statistics on Income and Living Conditions survey (N=15,735) which we analysed through a generalized ordered logit model. Our findings support the hypothesis that women who can count on higher level of social capital show higher chance to give birth to a baby and this holds both for each country group and for Europe as a whole. By showing the importance of operationalize a complex and multivariate definition of social capital we contributed to the debate about its relationship with individual reproductive behaviour.
... Here, norm enforcement and trust reside in repeated interaction and informal social control within the ethnic-religious community (Richman, 2006). In contrast to Bourdieu, who regards social capital as an individual characteristic (Bourdieu, 1986;Glanville and Bienenstock, 2009;Forrest andKearns, 2016, p. 2138), Coleman underlines the collective benefits of norms, sanctions and trust (Halpern, 2006, p. 17), which are to the benefit of ". . . all those who are part of such a structure" (Coleman, 1988, p. 116). ...
We investigate the correlation of ties among school-children's parents with violence in schools, and two mechanisms of intergenerational closure (IC). Coleman described ties among parents of befriended children as IC. Until now, IC indicated social capital in schools and neighborhoods, but existing evidence is rather ambiguous and does not utilize network data. According to “top-down.” IC, children establish network ties because of the acquaintance among their parents. “Bottom-up” IC implies that children make friends first and then their parents get involved. We use longitudinal social network data from k = 10 school classes and N = 238 adolescents and disentangle the two different dynamics of IC by applying Bayesian stochastic actor-oriented models (SAOMs) for network evolution. SAOMs show positive “top-down” and “bottom-up” effects on IC, with the latter being considerably stronger.
... The theoretical framework of this work relies on Bourdieu's theory of practice and its definition of social capital.Bourdieu (1986) distinguishes between four forms of capital: economic, cultural, social and symbolic that can be converted from one form into another. According toBourdieu (1997) economic capital refers to money and other financial resources and property, or all possessions that can be transformed into money. Cultural capital refers to the type and degree of education acquired. ...
Turbulent market environment imposes new conditions of market behaviour. Hypercompetition directs the focus of enterprises towards the analysis of each individual consumer. In the mentioned environment, customer relationship management is the key feature of competitiveness. Therefore, enterprises focus not only on the research of a target group of customers, but also on the detailed analysis of competition and market conditions with the aim of determining appropriate prices of their own products or services. The mentioned factors influence price setting. Moreover, each numerical mark in the price has symbolic and visual importance, which should be thoroughly considered while setting the price. In addition to the following statement, enterprises use additional marketing tools for price setting. They also use the aspects of psychological price setting in order to make the price of a product or service more attractive to the consumer. Therefore, it is necessary to analyse the way in which the psychological price influences consumer behaviour and product or service purchase decisionmaking. The key hypothesis of this paper is: ‘Psychological price has a significant influence on consumer behaviour and on purchase decision-making. Research of the impact of the psychological price on consumer’s behaviour in practice was carried out with the aim of analysing the above mentioned issue on the market. The research was conducted via questionnaire on the sample of 100 participants. Through the offered questions, the participants showed how they perceive both the price and the importance of the price in product or service purchase decision- making process. The results of the carried out analysis show the importance of the impact of price on consumer’s purchase decision-making, as well as strong impact of the psychological price on guiding consumer decisions.
... (Sand, 2003: 365-366) When architects made choices of appearance these almost always resulted in choosing European forms, even when creatively appropriating fashion as the logic of 'Western thought,' particularly related to design, had become internalised. For Pierre Bourdieu (2001), professionals who have cultural capital but do not own the means of production (that is, the things or ideas they use to make something) should be classed as the dominated group. Whilst the Governor-General's Office stands as a symbol of governmental authority, the implied Seiyo authority remains. ...
This research assesses how contact with Europe and America from 1853 created a new notion of the modern in Japan and colonial Taiwan, through exploring the architectural expressions of Japanese architects. Taking a detailed look at relevant theories of the modern, and the geo-political, governmental and intellectual histories of Meiji Japan, I analyse how Japan used architecture in their nation-building process, and later the role of architecture in building colonial modernity in Taiwan. The study explores how colonial buildings crystallised Japan’s fledgling modernity, cumulating in an extensive case study of the Taiwan Governor-General’s Office, focusing on how the building spatially embedded hierarchical relationships, and how through mastery of European architectural forms it became an artefact of techno-cultural superiority.
Through these analyses I find that whilst Japan’s modernity was genuine (in that it was rationally innovative and fashionably reflected up-to-date forms and technologies) the conditions that produced it were sufficiently different that Japan effectively created a split in the idea of what it meant to be modern. Whilst modernity in Europe occurred over a long period, driven by the Enlightenment and the growth of imperialism, in Japan the primary driver was the desire to be seen as civilised, which required instrumental utilisation of reason (and later colonisation) to achieve. Japan’s architectural modernity was intrinsically tied to the state’s drive towards Great Power status, dominance over East Asian neighbours and the reframing of a national Japanese cultural identity as intrinsically superior. These diverse aims led to a unique cultural gap between public and private life developing in Japan, and to Japan politically and culturally splitting off from East Asia.
This thesis looks in detail at the story of kindai (modern) architecture in Japan, through exploring a number of themes. First, how translated concepts entered Japan through Josiah Conder, the first Professor of Architecture in Japan, who instituted a new ranking of building types that placed indigenous architecture below European masonry. Second, how political centralisation led to the creation of a modern Japanese architecture style promoted by Conder’s successor TATSUNO Kingo, which became a national style through its use first in Japan and later more extensively in Japan’s colonies. Third, due to the foundational splits in the basis for architectural education in Japan, new social boundaries were created through the Governor-General’s Office which allowed colonial architects to shore their sense of superiority whilst avoiding Orientalist rackets. In spite of this the building remains equivocal: the modern split between Japanese administration and residential architecture even applied to the Governor-General, and implied Euro-American authority remains through the necessary spatial and stylistic appropriations. As the first study that traces the formation of modern architecture in Taiwan to Japan and further back to Victorian Britain, this thesis provides a trans-disciplinary contribution to the field.
... Therefore, in order to be more advantageous, youth seems to use Russian more. According to Bourdieu (1986), these advantages form a capital which is a "power and it extends from the material/economic to the cultural and social" (p. 46). ...
The russification policy of the USSR has significantly influenced the Kazakh language which was considered as a minority language in its own territory for a long period (Smagulova, 2008). Consequently, previous studies showed that Russian is still a dominant language in Kazakhstani society, especially among the younger generation. Therefore, this qualitative interview-based study explores the language choices of the Kazakhstani 18-25 year old youths between two officially equal languages: Kazakh and Russian, and aims to answer the following research questions: 1) What are the language choice patterns of the Kazakhstani youth across various domains? 2) Which factor(s) determine the Kazakhstani
youth’s language choice between Kazakh and Russian? This study is based on Bourdieu’s concept of “habitus” in which the events of the past influence the present circumstances which lead to making certain choices (Bourdieu, 1991). Due to the global COVID-19 pandemic, data was collected using semi-structured interviews via the online platform ZOOM. The target population of the study was eight ethnic Kazakh youths aged 18-25 who originated from four different parts of Kazakhstan: west, east, south, and north who received their education through Kazakh and Russian respectively. The collected data was analyzed using Clarke and Braun’s (2012) thematic analysis which includes six steps of data analysis. The findings reported the strong dominance of the Russian language across various domains, such as friendship, workplace, social clubs, and media, whereas Kazakh
is restricted to the family domain. Additionally, the results demonstrated that Russian still holds relatively more symbolic power in the society, influencing people to choose Russian over Kazakh for wider communication. Moreover, the study revealed that the growing power of English alongside with Russian is considered as “capital” in the market as compared to Kazakh. From this study, status and prestige planning activities as well as the creation of demand in the capital are proposed, and directions for further research are recommended.
Key words: language choice, habitus, symbolic power
... In addition, educational transitions often require residential mobility: Those moving further away (to another city, region, or country) to start their studies, a job, or internship, are forced to give up most of their former activities in local voluntary associations. Previously involved adolescents may be more likely to look for opportunities for participation at their new place of residence compared to those who have never participated in any voluntary association before, as they carry on cultural capital, for example education and experiences in voluntary associations (Bourdieu, 1986;Hietanen et al., 2016). However, their search for a new association takes some time and promises to be less socially rewarding in the short run, i.e. it takes time to develop friendships within the association. ...
The extent to which people are active in voluntary associations varies with age. While previous research provides clear evidence for an inverse u-shaped pattern across an adult’s life, much less is known about the formative period of adolescence and young adulthood. In this article, we examine changes in voluntary participation starting at age 14 and assess the impact of adolescents’ educational transitions and their socioeconomic status. Our analyses rely on longitudinal survey data following a representative sample of adolescents in Germany (N = 5,013) over 6 years. Using fixed effects regression and moderated mediation analyses, we examine how adolescents’ educational transitions and their socioeconomic status drive changes in participation. Results indicate a substantive decline in participation as individuals grow older. Transitions into higher tertiary education partly account for this decline. Finally, we find that adolescents from higher socioeconomic status are especially likely to reduce their participation, in part because they are more likely to undergo transitions into higher tertiary education. These findings suggest that the socioeconomic gap in participation decreases as adolescents grow older.
Aim: Current measures for disability employment focus on system outputs, not individual outcomes. This paper proposes an employment outcome measurement approach based on social quality theory as a means of improving the quality of employment outcomes for individuals. Introduction: There is a paucity of government policies that promote practices which address the measurement of employment outcomes that reflect the goals of the individual. While there has been a recent trend towards a focus on quality of life as an outcome, process measurement and compliance to procedural regulations are still dominant. Method: A scoping review of disability employment research from the year 2000 revealed only eleven papers which specifically addressed approaches to measuring disability employment outcomes at an individual impact level. Overall, the search failed to highlight any measure that focused on the impact of employment on the individual with existing measures focused on process measurement. Conclusion: An outcomes-based approach, based on the four pillars of social quality theory, namely, social inclusion, social cohesion, self-determination, and social-economic security provide an opportunity to shift disability employment service provision towards individual outcomes rather than its existing focus on system outputs as a measure of success.
Reading in early years plays a crucial role in learning programs since it is fundamental for all other subjects and paves a way to successful school attainments. Challenges in reading faced by EALD (English as an additional language/dialect) learners are undeniable and cannot afford to be overlooked. However, very little research has been documented with regard to culture-related factors that contribute to EALD learners’ unsatisfactory reading performance in a dominant school setting. This chapter explains why and how I chose Bourdieu’s theory of cultural capital as a conceptual framework, highlighting the gaps in previous studies that have applied the concept of cultural capital while acknowledging the significant contributions made by the previous scholars in developing the concept.KeywordsReadingCultural capitalConceptual frameworkDominant school settings
The aim of this study was to answer the research questions posed and to verify the main thesis, which was as follows: the function of the aestheticisation of the body is to multiply the symbolic capital of the individual used to construct facades based on the culturally conditioned identification of beauty with moral goodness. The thesis was based on the following theoretical concepts: the dramaturgical perspective of E. Goffman, concept of capitals of P. Bourdieu, as well as concept of recognised and felt values of S. Ossowski. The dramaturgical approach of E. Goffman is based on the metaphor of the theatre, in which the individual as a social actor uses a variety of facade-creating strategies to evoke a particular impression on the audience by means of appearance, behaviour, masks and decorations. In contrast, P. Bourdieu's conception of capitals assumes the existence of economic, social, cultural and symbolic capitals, which become the object of a symbolic struggle for access to distinction. Here, the body is a vehicle of meanings and symbols that can be used as a tool to multiply capital. Reference to the concept of S. Ossowski implies that certain aestheticising behaviours may be of the nature of perceived values, i.e. being an object of desire and attractive in themselves, or recognised values, i.e. resulting from the obligation and acceptance of social norms.
Social practice theory offers a multidisciplinary perspective on the relationship between infrastructure and wellbeing. One prominent model in practice theory frames systems of provision as the rules, resources, and structures that enable the organization of social practices, encompassing both material and immaterial aspects of infrastructures. A second well-known model frames social practices in terms of their constituent elements: meanings, materials, and competences. Reconciling these two models, we argue that household capacity to respond to shifting systems of provision to maintain wellbeing is profoundly tied to the dynamics of privilege and inequity. To examine these dynamics, we propose a new analytical tool utilizing the Bourdieuian conceptualization of forms of capital, deepening the ability of social practice theory to address structural inequities by re-examining the question of who is able to access specific infrastructures. To illustrate this approach, we examine how households adapted to shifting systems of provision during the COVID-19 pandemic. Using data from 183 households in the Midwestern United States, we apply this tool to analyze adaptations to disruptions of multiple systems of provision, including work, school, food, and health, from February 2020 to August 2021. We highlight how household wellbeing during the pandemic has been impacted by forms of capital available to specific households, even as new social practices surrounding COVID-19 prevention became increasingly politicized. This research provides insight into both acute challenges and resilient social practices involving household consumption, indicating a need for policies that can address structural inequities across multiple systems of provision.
Since 1979, few rivalries have affected Middle Eastern politics as much as the rivalry between Saudi Arabia and Iran. However, too often the rivalry has been framed purely in terms of 'proxy wars', sectarian difference or the associated conflicts that have broken out in Iraq, Lebanon, Syria, Bahrain, and Yemen. In this book, Simon Mabon presents a more nuanced assessment of the rivalry, outlining its history and demonstrating its impact across the Middle East. Highlighting the significance of local groups, Mabon shows how regional politics have shaped and been shaped by the rivalry. The book draws from social theory and the work of Pierre Bourdieu to challenge problematic assumptions about 'proxy wars', the role of religion, and sectarianism. Exploring the changing political landscape of the Middle East as a whole and the implications for regional and international security, Mabon paints a complex picture of this frequently discussed but oft-misunderstood rivalry.
Background and Context
Post-secondary Computer Science (CS) students’ career choices are complex sociocultural decisions, shaped by self-efficacy, belonging, and a multitude of known factors. Prior work has investigated the effect of these factors on career choice, but perspectives that examine norms of career practice are unexplored within computing.
Objective
This work applies Field Theory to surface the norms of career practice within a CS department, the mechanisms used to reinforce these norms, and students’ experience of these norms.
Method
We conducted semi-structured interviews of 18 students, graduates, academic advisors and senior faculty program leaders within one CS department, analyzing data with a Bourdieusian lens.
Findings
In line with prior work, we found that normative career practice centered prestige, leading students to prioritize work at elite technology companies. This work contributes three mechanisms of norm enforcement: companies utilized their departmental position to recruit more effectively, curricula optimized preparing students for prestigious work, and career advising assumed alignment with departmental norms. Students aligned with departmental norms opted for prestige to alleviate career uncertainty and because more fulfilling work felt inaccessible; students unaligned with departmental norms felt conflicted about their participation within CS and substantial effort was required to resist norms.
Implications
Normative CS career practice likely discourages students who lack alignment with norms from participating in CS; additionally, the narrowness of established norms leaves little space for alternatives. Broadening participation efforts in CS are unlikely to be successful without structurally broadening what constitutes legitimate career practice to make space for students’ diverseaspirations.
Life course theory posits that social, structural, and cultural contexts shape individuals’ life outcomes. Using this theory, we investigated whether inequalities in education and employment outcomes for young people with marginalised identities are shaped by the university environment they attended. Based on UK national statistics, universities with similar social, cultural, economic, and physical environments were clustered. These clusters were linked to the Longitudinal Study of Young People in England (LSYPE) cohort dataset to determine whether different university environments predicted differences in outcomes. We observed a mixed picture with no definitive pattern for any marginalised identity. Social and economic environments played a role in predicting education outcomes of young people. Social, cultural, and economic environments were important in predicting employment outcomes. The physical environment did not have any impact. This research emphasises a need for more creative policies within certain universities that address education and employment inequalities.
Since the development of the neoliberal Education system, parents have been expected to play a central role in the function and successful operationalisation of the education market through school choice processes and supporting schools in achieving and then maintaining their market position in the inspection ratings and rankings. I discuss the erroneous constructions of South Asian heritage parents as not being interested in their children’s education and lacking ambition for their children and the disregard shown to Black Caribbean heritage parents who are generally ignored in their efforts to support their children. Repeated accusations over years have been levelled at these parents for failing to create a culture in the home conducive to high achievement and future success. These criticisms ignore the impact and complexity of racism and class as well as the impact of poverty. It is clear from research that BAME parents work extensively to support, guide, defend and protect their children in the context of Education. I also discuss the emotional costs that parents bear in these endeavours.
The previous chapters provided a macro context for understanding creative industries entrepreneurship, both in spatio-temporal terms and in relation to ideas that helped theories develop about it. This chapter brings that contextual work down in scale and sets out a specific and useful theoretical framework, which we use to apply to the pragmatics of entrepreneurship in the creative industries. This framework helps us understand, and act on, the way individual agents are both enabled and constrained, that is, ‘constrabled’, by the structures of the creative industries system. The frame explains how creative practice works within systemic structures. In doing so, the chapter introduces you to the concept of the social field; the importance of individual decision-making agents who should be cognizant of the power structures that operate in that field; and how cultural knowledge, skills, techniques, and the domain are crucially important to gaining an income. In doing so, we provide a well thought-out, evidence-based explanation of how choice-making entities, agents, negotiate a place in the sociocultural systems they work within.
What are place names? From where do they originate? How are they structured? What do they signify? How important are they in our life? This groundbreaking book explores these compelling questions and more by providing a thorough introduction to the assumptions, theories, terminology, and methods in toponymy and toponomastics – the studies of place names, or toponyms. It is the first comprehensive resource on the topic in a single volume, and explores the history and development of toponyms, focusing on the conceptual and methodological issues pertinent to the study of place names around the world. It presents a wide range of examples and case studies illustrating the structure, function, and importance of toponyms from ancient times to the present day. Wide ranging yet accessible, it is an indispensable source of knowledge for students and scholars in linguistics, toponymy and toponomastics, onomastics, etymology, and historical linguistics.
In this chapter we contrast marginal improvements in public policy with the radical alternative of a heterotopia based on the work of Michel Foucault and Robert Nozick. Artistic communities explore and imagine alternative social worlds which function as experiments in living and challenge the status quo, a process for which we believe there should be as much space as possible. This space can exist at the fringes of society and in largely neglected urban areas. But we argue that their function is not primarily as alternative space, rather as an integrated part of civil society in which they function as genuine and (semi-)permanent alternatives to established forms of living. This will require a sufficient degree of self-organization and self-governance for which it is important that public policy provides adequate legal forms which facilitate the formation of self-governing communities. We explore the challenges that such forms of self-governance within an urban setting face through an analysis of Freetown Christiania in Copenhagen.
We develop a social theory of innovation which is contrasted with the model of the artist as a lone genius. The chapter demonstrates that most art is a result of team production, and that even the art forms which are produced by one individual depend on artistic circles where creativity and imagination are stimulated. We present such artistic circles as contribution goods; practices which seek to attract meaningful contributions from the most talented artists. The practices developed in these circles are the basis of the imagination and creativity of the individual. In a thriving cultural civil society, many of such circles exist next to each other and partially overlap, a dynamic which enables both knowledge transmission and competition. We then examine how this social model of innovation changes the way we think about imagination, and suggest that imagination typically takes the form of both social and aesthetic imagination. In the contemporary art world artists do not merely seek to create new works of art, but also prefigure alternative forms of social organization, in which alternative small-scale experiments in living can take place. We illustrate this process through an analysis of the projects of grassroots artistic organizations in Venice, who contest the way overtourism and the prestigious Biennale shape the art world in this Italian city.
First-generation (F.G.) university students whose parents did not attend college comprise 30-50% of those pursuing higher education in the United States. Research suggests that compared with those whose parents attended college, F.G. students are less likely to graduate. American universities reflect upper middle class values, implying that academic success requires students' independence from family. Previous research suggests that F.G., compared with non-F.G. students, place a greater value on interdependence relative to independence. The current study was a multi-method investigation involving quantitative and qualitative assessment approaches. Specifically, on standardized measures, F.G. students scored significantly higher on the Communal Orientation Scale, reflecting norms of social reciprocity and attentiveness to others. Results of qualitative interviews indicated that F.G. students are often self-conscious about their family status more likely to experience university culture as ambiguous and frequently overwhelming and lack a knowledgeable support system.
Differentials in graduate employment outcomes are pervasive across Australian higher education. Workforce participation is not evenly distributed across student cohorts, and learners disadvantaged by material resources or geographic location remain under-represented in overall employment rates. This inequity demands in-depth and systematic analysis that considers lived experience of navigating the transition between university and the workplace. This article reports on findings from a 2019 study with Australian graduates, which focused on those learners who were the first in their immediate family to participate in university. The findings point to the diversity of capitals and capabilities that participants drew upon to successfully navigate the postgraduate market. Drawing upon a capital/capability theoretical framing provides insight into the ways in which university staff and policymakers can recognise and leverage the existing strengths of learners to better prepare individuals to achieve their ‘fertile’ functioning within the contemporary graduate landscape.
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