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1
Scandone, Berenice. "Re-thinking aspirations through habitus and capital: The experiences of British-born Bangladeshi women in higher education." Ethnicities 18, no. 4 (2018): 518–40. http://dx.doi.org/10.1177/1468796818777541.
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Since the turn of the century, young people’s aspirations have featured prominently in UK education policy and practice. Governments of all sides have espoused a rhetoric and enacted initiatives which have tended to focus on somehow ‘correcting’ the aspirations of students of working-class and minority ethnic origins. This paper applies a Bourdieusian framework to the analysis of the education and career aspirations of British-born young women of Bangladeshi heritage in higher education. In doing so, it advances a theoretically informed understanding of aspirations, which accounts for the multiple factors that contribute to shape them as well as for the relative implications in terms of future pathways. Drawing on interviews with 21 female undergraduate students, and building on Bourdieu’s notions of habitus and capital, I conceptualise aspirations as an aspect of habitus. I argue that this conceptualisation allows light to be shed on the ways in which multiple, intersecting dimensions of social identity and social structures play out in the shaping, re-shaping and possibly fading of aspirations. Additionally, it enables us to examine the mutually informing influences of aspirations and capital on practice. Findings indicate that the valuing of education and social mobility expressed by those of Bangladeshi and other minority ethnic origins are integral to collective constructions of ‘what people like us do’, which are grounded in diasporic discourses. They also illuminate the significance of social and cultural capital for young people’s capacity to aspire and actualise aspirations, as these contribute to delineate their ‘horizons for action’. This suggests that by failing to adequately recognise how structural inequalities inform differential access to valued capital, prevailing policy and practitioners’ approaches attribute excessive responsibility to students and their parents. The notion of ‘known routes’ is in this respect put forward as a way to make sense of aspirations, expectations and pathways, and the role of institutions in forging possible futures is highlighted.
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Forsberg, Sara. "Educated to be global: Transnational horizons of middle class students in Kerala, India." Environment and Planning A: Economy and Space 49, no. 9 (2017): 2099–115. http://dx.doi.org/10.1177/0308518x17718372.
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The growing young middle class in India is often portrayed as encompassing a ‘global sensitivity’. International mobility is one strategy for middle class families to gain a positional advantage on a competitive labour market. Negotiating place attachment and global horizons may create a range of possibilities often attached to discourses of individualization and self-realization. This paper analyses young people’s dispositions towards mobility in the transition from education to work by drawing on Bourdieu’s central concepts of symbolic capital and habitus. Interviews with students in higher secondary school in Kerala’s state capital Thiruvananthapuram, southwest India, covered broad themes like future expectations, skills and knowledge, everyday whereabouts and family life which were discussed in relation to a perceived activity space. I argue that young people’s future aspirations are shaped in a profound way by the history of Kerala’s in and out migration, and draw attention to differences within the middle class where transnational capital distinguishes rather than unifies ‘Indian youth’. Furthermore, this paper unpacks the complex, variegated images of different cities, countries and regions as symbols of cultural or economic capital in Malayali students’ expectations of their future education and employment.
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Yallew, Addisalem Tebikew. "Expanding use of the English language for research and its Implications for Higher Education Institutions and Researchers." Journal of Comparative & International Higher Education 11, Winter (2020): 209–12. http://dx.doi.org/10.32674/jcihe.v11iwinter.1556.
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The knowledge era or the knowledge society has made universities one of the central institutions for the production of new knowledge and scholarship. In line with this development, many African universities, that were often regarded as teaching-learning laden, are reorienting their mission and vision embracing research intensiveness as one of their aspirations with the goal of becoming globally or regionally competitive and locally relevant. This qualitiative research focusing on the use of the English language for research in selected African flagship universities in Ethiopia, Mozambique and South Africa is conducted against a backdrop where questions related to research productivity are becoming more central not only to higher education institutions but to higher educational research pertaining to the continent. Pierre Bourdieu's concepts of capital, field, and habitus in general and specifically that of linguistic capital as an aspect of cultural capital are used to inform the conceptualization and the analysis of the research. To explore issues pertaining to the interlinked concepts of language and (de)colonization in research, postcolonial perspectives on language and education are used to guide the study. The study is expected to contribute to our understanding of (English) language and research in African higher education.
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Birtwell, Jonathan, Robin Duncan, Jennifer Carson, and Jessica Chapman. "Bridging the Gap Between Secondary and Tertiary Education for Students with Refugee Backgrounds with Bourdieu." Journal of Comparative & International Higher Education 12, Winter (2020): 112–39. http://dx.doi.org/10.32674/jcihe.v12iwinter.1954.
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Although progress has been made in increasing access at the primary and secondary level, only 1% of youth with refugee backgrounds are enrolled in tertiary education compared to 36% globally. Recent research suggests that tertiary education is fundamental in restoring dignity, security and hope for students with refugee backgrounds as well as preventing engagement with harmful fundamentalist ideologies. Given these potential benefits it is essential to better understand the barriers and develop initiatives to improve participation of students with refugee backgrounds in tertiary education. The main challenges faced by such students in Malaysia are a lack of information about existing opportunities, poor knowledge of the application process and insufficient soft skills required to gain access. This paper presents a case study of the CERTE Bridge Course in Malaysia, which was designed to address the above challenges and ‘bridge’ the gap between secondary and tertiary education for students with refugee backgrounds. Bourdieu’s theory of capital, habitus and field is used to explore the impact of the CERTE Bridge Course on participant’s success in achieving access to higher education. The research used pre- and post-surveys with each cohort to understand educational attainment, goals and interests and allow participants to self-assess development in soft skills. It is argued that the CERTE Bridge Course helped students navigate access to higher education by providing ways for them to develop social capital through improved communication skills and access to a network of sympathetic higher education admissions officers. Students also developed cultural capital and developed their habitus in a way that allowed them to negotiate access by presenting their skills in more recognisable ways in the field of higher education in Malaysia. Finally, the research highlights several immovable barriers in the field and identifies lesser discussed forms of capital, such as aspirational and resilience, as playing an important role in facilitating access.
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Steinmetz, George. "Bourdieu, Historicity, and Historical Sociology." Cultural Sociology 5, no. 1 (2011): 45–66. http://dx.doi.org/10.1177/1749975510389912.
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This article examines Bourdieu’s contributions to history and historical sociology. Bourdieu has often been misread as an ahistorical ‘reproduction theorist’ whose work does not allow for diachronic change or human agency. The article argues that both reproduction and social change, constraint and freedom, are at the heart of Bourdieu’s project. Bourdieu’s key concepts — habitus, field, cultural and symbolic capital — are all inherently historical. Bourdieu deploys his basic categories using a distinctly historicist social epistemology organized around the ideas of conjuncture, contingency, overdetermination, and radical discontinuity. The origins of Bourdieu’s historicism are traced to his teachers at the École Normale Supérieure and to the long-standing aspirations among French historians and sociologists to unify the two disciplines. The historical nature of Bourdieu’s work is also signalled by its pervasive influence on historians and the historical work of his former students and colleagues. Bourdieu allowed sociology to historicize itself to a greater extent than other French sociologists.
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Sukmawati, Ni Luh Ayu. "Unravelling the Cinematic Tapestry of Immigration: A Socio-Cultural Disccection of Indonesian Migrant Labor in Rawuh (2019)." ROLLING 5, no. 2 (2022): 156. http://dx.doi.org/10.19184/rolling.v5i2.38718.
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This article addresses the representation of Indonesian migrant labor experiences, particularly from Jember, in local cinema by presenting a multifaceted analysis of the film Rawuh (2019). The study emphasizes the film's depiction of socio-cultural dynamics and its contribution to existing discourses on immigration and migrant labor. Utilizing close textual analysis and scrutinizing mise-en-scène elements such as setting, lighting, costume, and props, the paper probes the film's representation of the rural community's aspirations for upward social mobility, as well as the repercussions of immigration on the characters' lives and societal dynamics. Moreover, by integrating theories by Pierre Bourdieu and pertinent literature on social class, cultural capital, and habitus, the study delves into the film's portrayal of social class and inequality, illuminating the intricate interplay between cultural assets, social stratification, and the quest for distinction. Through a rigorous examination of the film, the study underscores the ways in which Rawuh (2019) intersects with and contributes to ongoing discourses on immigration, labor, and global economic forces, accentuating the film's pertinence to contemporary debates surrounding the experiences and challenges encountered by Indonesian migrant workers from Jember. Based on the analysis also serves as evidence that local films have the potential to offer a more authentic portrayal of their respective societies, as they tend to closely engage with the prevalent issues in their immediate surroundings.
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Stronach, Megan Marie, and Daryl Adair. "Lords of the Square Ring: Future Capital and Career Transition Issues for Elite Indigenous Australian Boxers." Cosmopolitan Civil Societies: An Interdisciplinary Journal 2, no. 2 (2010): 46–70. http://dx.doi.org/10.5130/ccs.v2i2.1512.
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In Australia a serious and widely documented statistical gap exists between the socio-economic circumstances of the country’s Indigenous and non-Indigenous populations. Areas of divergence include life expectancy, health, housing, income, and educational opportunity and employment. This has made career attainment problematic for most Aboriginal people. Among male Indigenous people, professional sport is portrayed as one of the few realms in which they can prosper. This is particularly true in the major football codes – Australian Rules and rugby league – and a feature of elite-level boxing, where Indigenous fighters are also statistically over-represented. However, while sport has provided opportunities for a small number of talented Indigenous athletes, it has rarely been a pathway to lifelong prosperity. This paper contends that as a result of over-reliance on an abundant bank of physical capital, Indigenous Australian boxers are particularly vulnerable to potential occupational obsolescence should their bodily assets erode more quickly than envisaged. Drawing on an Indigenous concept, Dadirri, to inform a wider interpretive phenomenological approach, the paper examines retirement experiences of fourteen elite male Indigenous Australian boxers; the goal of this research is to understand their post-sport career decision making. In this respect, Pierre Bourdieu’s concepts of habitus, capital and field are utilised to frame and interpret the capacity of Indigenous boxers to develop sustainable career pathways – which we describe as future capital – during their time as elite athletes. For this group of athletes, being an Indigenous person was found to be a significant factor in their decision-making to enter the sport, which may then leave them open to exploitation within the field. Many boxers find their engagement with education and vocational training remains restricted to occupations that complement an Indigenous sense of cultural capital. This involves, as with other ethnocultural groups, particular notions of kinship and family obligation that in turn shape individual aspirations and behaviours. Indigenous Australian boxers remain largely unaware or removed from the possibility of pursuing career pathways beyond those that draw upon or accentuate their physicality.
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Huang, Xiaowei. "Understanding Bourdieu - Cultural Capital and Habitus." Review of European Studies 11, no. 3 (2019): 45. http://dx.doi.org/10.5539/res.v11n3p45.
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This research paper aims at providing a brief and exemplified introduction of the French sociologist Pierre Bourdieu’s two particularly important theoretical concepts: Cultural Capital and Habitus. Cultural capital, according to Bourdieu, is gained mainly through an individual’s initial learning, and is unconsciously influenced by the surroundings (Bourdieu, 2000). In the case of habitus, it relates to the resource of knowledge (Bourdieu 1990). Knowledge is about the way how people view and understand the world, which is gained via a specific culture that an individual lives in. While also showing how Bourdieu’s work on economic capital, social capital and cultural capital can help us to understand the contemporary world and its practices.
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Fernandes, Maria Helena Silva, and Marlene Barbosa de Freitas Reis. "EDUCAÇÃO INFANTIL E FORMAÇÃO DE PROFESSORES A PARTIR DOS CONCEITOS DE CAPITAL CULTURAL E HABITUS EM BOURDIEU." Fragmentos de Cultura 26, no. 3 (2016): 427. http://dx.doi.org/10.18224/frag.v26i3.4661.
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neste artigo apresentamos algumas reflexões sobre a formação e atuação docente através do conceito de capital cultural e habitus de Pierre Bourdieu. Estes conceitos permearam o tema de Trabalho de Conclusão de Curso (TCC), intitulado ?Capital Cultural e a constituição do habitus docente na Educação Infantil. Para tanto, abordamos uma parte da revisão conceitual, capital cultural e habitus, utilizados por Bourdieu, a fim de identificar os elementos que estão imbricados na constituição da docência na Educação Infantil.
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Carmignolli, Andreza Olivieri Lopes, Luci Regina Muzzeti, Maria Fernanda Celli de Oliveira, Daniela Aparecida Peccin, Jhennyfer Marques Gomes Mendes, and Laís Ines Sanseverinato Micheleti. "A influência do capital cultural no contexto escolar para uma aprendizagem matemática significativa." Europub Journal of Education Research 3, no. 1 (2022): 69–84. http://dx.doi.org/10.54745/ejerv3n1-005.
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O trabalho “A influência do capital cultural no contexto escolar para uma aprendizagem matemática significativa” é parte da dissertação de mestrado intitulada “A influência dos capitais cultural, social e econômico no sucesso da trajetória escolar”, em fase de qualificação, que tem como objetivo analisar como o capital cultural influencia o processo de aquisição do conhecimento matemático. Através da análise dos índices de matemática apresentados nas avaliações, foi possível observar como o capital cultural adquirido no meio familiar contribui para a aprendizagem matemática. O referencial teórico aqui utilizado foi norteado pelos estudos de Pierre Bourdieu, para quem o capital cultural herdado da família facilitará o processo de aquisição do conhecimento de forma significativa, a partir dos conceitos de habitus, ethos, capital cultural, capital social e estratégias de reprodução. A pesquisa foi feita com base em uma abordagem qualitativa, tendo como objetivo analisar os conceitos de capital econômico, capital cultural, capital social e habitus, desenvolvidos no interior da família frente à cultura escolar e à reestruturação desse habitus.
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Punia, I. Nengah, Ni Luh Nyoman Kebayantini, and Wahyu Budi Nugroho. "Nyepi di Kampung Muslim Al-Amin: Leksikon Dinamika Sosial Toleransi Beragama di Denpasar, Bali." Jurnal Kajian Bali (Journal of Bali Studies) 8, no. 1 (2018): 159. http://dx.doi.org/10.24843/jkb.2018.v08.i01.p09.
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 This research examines the habitus creation in the neighborhood of Al-Amin which is located at Banjar Sanglah, Denpasar City. This neighborhood evidently is able to actualize the inter-religious harmony since 1970 until now. In the related study, the concept of habitus from Pierre Bourdieu with formulation (Habitus x Capital) + Field = Practice was applied, while adopted the ethnography method. Through the conducted study, Bourdieu’s concept of habitus was able to explain the cognitive structure of various actors who play an essential role in the creation of the Al-Amin neighborhood, starting from the system of symbolic capital disposition, social capital, economic capital and cultural capital. Furthermore, the continuous harmony in the neighborhood of Al-Amin is due to its strong social and cultural capital. However, the harmony is inseparable from the framework between majority with minority, thus the character of social capital and especially the cultural capital in the neighborhood of Al-Amin tend to coopt other forms of capital.
 
 
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Olivieri Lopes Carmignolli, Andreza, Luci Regina Muzzeti, Laís Inês Sanseverinato Micheleti, and Andreza Marques de Castro Leão. "A influência do capital cultural no desempenho escolar." Educação em Foco 22, no. 38 (2019): 223–40. http://dx.doi.org/10.24934/eef.v22i38.2919.
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Este trabalho é um recorte do projeto de pesquisa intitulado A influência dos capitais cultural, social e econômico no sucesso da trajetória escolar, que tem como objetivo comparar o desempenho escolar dos alunos do ensino médio, de uma escola pública da rede estadual de ensino do município de Araraquara/SP, com as funções e relações que a escola tem para cada fração de classe. Essas funções são observadas nos mecanismos de transformações sociais e culturais. Os estudos de Pierre Bourdieu nortearam o trabalho, a partir dos conceitos de habitus, ethos, capital cultural, capital social e estratégias de reprodução. A pesquisa está sendo feita com base em uma abordagem qualitativa, tendo como objetivo analisar os conceitos de capital econômico, capital cultural, capital social e habitus, desenvolvidos no interior da família frente à cultura escolar e à reestruturação desse habitus.
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Cuijuan, Lin, and Yang Hai. "Research on the Influence of Cultural Capital on Human Sports Practice." SHS Web of Conferences 163 (2023): 02016. http://dx.doi.org/10.1051/shsconf/202316302016.
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The concept of cultural capital originated from Pierre Bourdieu’s theoretical hypothesis that explains the different academic achievements of children from different social classes. Different from the research paradigms of Karl Marx and Maximilian Weber who conducted social stratification research by analyzing people’s possession of tangible social resources, Bourdieu proposed that cultural capital is also of great significance in social stratification, and social classes use cultural capital to establish stratification and demonstrate the cultural taste and habitus of different classes. In the field of sports practice, families and schools are important fields for the generation and accumulation of cultural capital. When influencing people’s sports behaviors, cultural capital has the characteristics of concealment, stratification, symbolism, and inheritance. Sports culture capital has an important influence on people’s cultural taste and habitus in sports, specifically, on people’s participation, selection, and consumption of sports.
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Pangestuti, Ratna Dewi. "Reproduction of Violence in Education Integrative Thematic." Edunesia : Jurnal Ilmiah Pendidikan 6, no. 1 (2025): 585–600. https://doi.org/10.51276/edu.v6i1.1094.
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Integrative thematic education has contributed to the reproduction of symbolic violence through the habitus of the dominant class. This happens because not all agents have the appropriate capital and habitus. This research aims to identify the capital of parents as a representation of learners and teachers as teaching agents. The method used is qualitative with Pierre Bourdieu's generative structuralism approach. Data collection techniques include observation, interview, and documentation. Bourdieu's theory of reproduction and symbolic violence was used as an analytical tool. The results show that popular class students are less able to adjust the habitus recognized in integrative thematic education, so their practices are considered less appropriate. This is because their parents do not have enough capital accumulation to pass on the right habitus in education. In contrast, petty bourgeois class students who have sufficient capital and habitus are considered more appropriate so they rarely experience symbolic violence. Symbolic violence is also experienced by other popular class agents, such as senior teachers who have less cultural capital than junior teachers. Despite these challenges, integrative thematic education is still practiced because it has become a doxa-an established belief-without considering the cultural diversity of learners in rural areas.
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Syafa, Muhammad Fachmi, and Sri Murlianti. "Reggae Music Community Practice in The City of Bontang (Descriptive Study of Bontang Reggae Community)." Progress In Social Development 1, no. 2 (2020): 23–31. http://dx.doi.org/10.30872/psd.v1i2.21.
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ABSTRACT:
 This study describes the practice of social life in the field of music in the city of Bontang, based on a sociological perspective using the generative formulation of the theory of Pierre Bourdieu (Habitus x Modal) + Ranah = Practice. This shows that the existence of the Bontang Reggae Community has produced several groups consisting of Reggae Grill, Slow Reggae, and Reggae Vibe groups as actors who practice in the realm of reggae music. This group was formed because of the different knowledge and understanding in the field of reggae music as a realm of space for social life, which then produced various habitus according to the realm of music in each group. Also, the existence of each group has been supported by the existence of a classification of capital which according to Bourdieu consists of four fundamental capitals including material capital, social capital, cultural capital, and symbolic capital. The three groups produce a practice resulting from dialectical relations through habitus-modal interactions in different and prominent domains of reggae music. The Reggae Grill group produces practices that come from symbolic capital, and circular habitus or the use of Cannabis, then the Slow Reggae group produces modern music practices that come from material capital and cultural capital, and the Reggae Vibe group produces solidarity practices that come from cultural capital and capital. symbolic, as well as group habitus.
 ABSTRAK:
 Penelitian ini menggambarkan praktik kehidupan sosial masyarakat pada bidang seni musik di kota Bontang, berdasarkan perspektif sosiologi dengan menggunakan rumusan generatif teori Pierre Bourdieu (Habitus x Modal) + Ranah = Praktik. Menunjukkan bahwa keberadaan Bontang Reggae Community telah melahirkan beberapa kelompok yang terdiri dari kelompok Reggae Grill, Slow Reggae, dan Reggae Vibe sebagai aktor yang melakukan praktik dalam ranah kehidupan seni musik reggae. Kelompok ini terbentuk karna adanya pengetahuan dan pemahaman yang berbeda-beda di bidang seni musik reggae sebagai ranah atau ruang kehidupan sosial, yang kemudian menghasilkan berbagai habitus sesuai dengan ranah musik pada masing-masing kelompok. Selain itu, keberadaan setiap kelompok telah didukung dengan adanya klasifikasi modal yang menurut Bourdieu terdiri dari keempat modal fundamental diantaranya adalah, modal material, modal sosial, modal kultural, dan modal simbolik. Ketiga kelompok tersebut menghasilkan sebuah praktik yang dihasilkan dari hubungan dialektis melalui interaksi habitus-modal dalam ranah musik reggae yang berbeda dan menonjol. Kelompok Reggae Grill menghasilkan praktik yang bersumber dari modal simbolik, dan habitus melingkar atau penggunaan Cannabis, kemudian kelompok Slow Reggae menghasilkan praktik musik modern yang bersumber dari modal material dan modal budaya, serta kelompok Reggae Vibe menghasilkan praktik solidaritas yang bersumber dari modal budaya, dan modal simbolik, serta habitus berkelompok.
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Qu, Na, and Wenglong Song. "Constructing Integrated Career Habitus from High School to University: A ‘Field-Habitus’ Perspective." Journal of Educational and Social Research 15, no. 2 (2025): 12. https://doi.org/10.36941/jesr-2025-0038.
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Based on Bourdieu's ‘field-habitus’ theory, this paper explores the continuity of students' career planning behaviours in high school and university, and the roles of social capital, cultural capital and economic capital behind them. Through questionnaires and in-depth interviews, this paper analyses Chinese high school and university level students' career planning patterns in different fields, and reveals the continuity of career planning habitus in high school and college and the challenges they face. It is found that adolescents' career planning in the three arenas of high school, transition (after the college entrance examination and before entering college), and college are influenced by their unique evaluation systems and dominant capitals, and different career planning habitus is formed. Students’ career planning habits formed in high school often persist into university, especially among those with strong cultural and social capital. Meanwhile, differences in economic capital also had a significant impact on the continuity of students' career planning habitus. Based on the results of the study, the article also proposes career planning guidance strategies for different educational stages. The cultivation of career planning behaviours not only needs to be carried out in a single educational stage, but also needs to be continued and strengthened during the educational transition. Received: 7 January 2025 / Accepted: 17 February 2025 / Published: 06 March 2025
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Cayli, Baris. "Using Sports Against the Italian Mafia: Policies and Challenges on the Path of Cultural Renewal." Sociology of Sport Journal 30, no. 4 (2013): 435–66. http://dx.doi.org/10.1123/ssj.30.4.435.
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This study addresses the role and policies of Libera Sport, an Italian nongovernmental civil society organization that fights against the Italian mafia groups through sports. On the one hand, this article reinterprets and applies the cultural hegemony theory of Antonio Gramsci both to the Mafia and Libera Sport. On the other hand, habitus and cultural capital notions of Pierre Bourdieu are used to express the struggle between the Mafia and Libera Sport. This study demonstrates how the Mafia and anti-Mafia movement intersect in the “accumulation of actions” and create the “clash of habitus”. I argue that Libera Sport can realize its goals only if the clash of habitus is terminated by demolishing the institutionalized cultural capital of the Mafia and constituting its own cultural capital, which has not yet been institutionalized. During this reformative process, sports become a significant complementary anti-Mafia policy tool.
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Karki, Tek Mani, and Rita Devi Karki. "Exploring the Influence of Cultural Capital Theory on English Language Education." Teacher Half-Yearly Journal 17, no. 1 (2025): 277–86. https://doi.org/10.3126/thj.v17i1.77903.
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Cultural capital theory (CCT) postulates that educational systems, particularly in capitalist societies, maintain social inequalities by favoring specific cultural resources and individuals engage in constant competition for valued resources. The study selects Bourdieu’s seminal works and reviews the key concepts—cultural capital, habitus, and the field to explore the influence of CCT on English language education. Cultural capital, encompassing knowledge, skills, and experiences, exists in embodied, objectified, and institutionalized forms. Habitus, a guiding framework, influences individuals’ perceptions and actions shaped by primary and secondary socialization. The concept of the field represents the context where social positions and interactions unfold. Employing the content analysis research design, the study reviews the three concepts and the analyses highlight that students who possess greater cultural capital tend to experience increased comfort while learning the English language within the school environment. Conversely, students hailing from lower socioeconomic backgrounds may face challenges in cultivating proficiency in the English language. The study argues that cultural capital and habitus play crucial roles and have influence English language learning, extending beyond institutional policies and textbooks. The influence of these factors emphasizes the need for a comprehensive understanding of cultural dimensions in education, with implications for informing educational policies and practices.
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Jatmiko, Ruruh, and Muhammad Abdullah. "Habitus, Modal, dan Arena dalam Cerbung Salindri Kenya Kebak Wewadi Karya Pakne Puri Tinjauan Bourdieu." Sutasoma : Jurnal Sastra Jawa 9, no. 1 (2021): 100–115. http://dx.doi.org/10.15294/sutasoma.v9i1.47060.
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AbstractThis study aims to reveal the habitus, capital, and arena in Pakne Puri's “Salindri Kenya Kebak Wewadi” based on the perspective of Bourdieu's literary sociology. Related to this, the formulation of the problem in this research is: how are the habitus, capital, and arena in the “Salindri Kenya Kebak Wewadi” by Pakne Puri? This research method uses an objective approach and a discursive approach using Bourdieu's theory, namely habitus, capital, and the arena in the “Salindri Kenya Kebak Wewadi” by Pakne Puri. The data used in this study are in the form of words, phrases, clauses, or sentences taken from one of the literary works in the form of a cursive. The source of the data for this research is the story of “Salindri Kenya Kebak Wewadi” by Pakne Puri published by “Panjebar Semangat” magazine edition No. 33-15 August 2009 to 50-12 December 2009. The results of this study are a description of the habitus, capital, and arena in “Salindri Kenya Kebak Wewadi”. Based on the habitus found in the Salindri character who wants to be successful in continuing his parents' batik business. These habits include the habitus of capital, the habitus of hard workers, and the habitus of never giving up. Based on the capital from Salindri, there are economic capital, cultural capital, social capital, and symbolic capital. Based on the arena, there is a business arena in which Salindri's business arena tries to carry out its functions as well as possible so that the business that is built remains afloat even at the expense of itscompetitors. 
 Keywords: “Salindri Kenya Kebak Wewadi”, habitus, modal, arena, Pierre Bourdieu
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Souza, Roger Marchesini de Quadros. "Estratégias de manutenção, acomodação e transposição do habitus em um cenário de mudanças." Cadernos CERU 25, no. 1 (2014): 241–62. http://dx.doi.org/10.11606/issn.2595-2536.v25i1p241-262.
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Tendo como pano de fundo a implantação na rede pública estadual paulista do Regime de Ciclos com Progressão Continuada, privilegiando os conceitos de habitus, capital cultural e autoridade pedagógica de Pierre Bourdieu, este artigo analisa o depoimento de quatro professores de escolas públicas, com ênfase nos elementos referentes às reações e estratégias desenvolvidas para superar os impasses provocados por esta reforma educacional. Tendo este referencial de análise, busca-se constatar nos depoimentos o impacto, e contradições, que a referida reforma suscitou no habitus e no capital cultural dos professores, assim como as estratégias de superação dos conflitos que os docentes desenvolvem. Esta identificação é possível a partir do reconhecimento dos principais elementos que se expressam nos discursos dos professores e que revelam seu capital cultural, habitus docente e estratégias de superação dos conflitos surgidos com a implantação da referida reforma.
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Welayana, Anitalia Stefany, and Rinda Widya Ikomah. "Alia Swastika dalam Kuratorial Seni Rupa Indonesia." Journal of Contemporary Indonesian Art 10, no. 2 (2024): 93–110. https://doi.org/10.24821/jocia.v10i2.13899.
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This research aims to trace the trajectory of Alia Swastika (AS) in achieving her position as a leading curator in Indonesia. Using Pierre Bourdieu's theory of cultural production, this study analyzes the relationship between cultural capital and habitus that support AS in gaining legitimacy within the art field, particularly in curatorial practices. The research also examines the strategies AS employed in managing her cultural capital to reach her current status. The results show that AS does not solely rely on her inherent habitus but successfully manages the accumulation of cultural capital and employs effective symbolic strategies to secure legitimacy in the art arena.Keywords: Alia Swastika, field of cultural production, curatorial, fine arts arena
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Panerai Araujo, Margarete, and Rosemeri Antunes dos Santos. "Reconversão cultural nas narrativas dos egressos do Programa de Ações Afirmativas:." Educação em Foco 26, no. 50 (2023): 1–31. http://dx.doi.org/10.36704/eef.v26i50.6686.
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Esta pesquisa tem como tema central as narrativas dos egressos do Programa de Ações Afirmativas da Universidade Federal do Rio Grande do Sul - UFRGS, suas trajetórias sociais, e a possibilidade de construção do conhecimento, e reconversão do capital cultural e habitus. A pesquisa abrangeu o período de ingresso dos cotistas entre 2008 e 2012. O percurso teórico teve como foco as categorias de habitus, classe e capital cultural de Pierre Bourdieu. O percurso metodológico utilizado foi de uma pesquisa quantitativa e qualitativa, do tipo bibliográfica, documental e exploratória, a partir da história oral. Foram enviados questionários on line para todo universo de diplomados, contudo a amostra dessa pesquisa se concentrou em 155 diplomados e foram realizadas ainda entrevistas temáticas com 10 egressos do Programa. Os dados obtidos revelam que a experiência vivida pelos alunos cotistas nessa amostra proporcionou uma ressignificação no seu capital cultural e habitus.
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Torras-Gómez, Elisabeth, Laura Ruiz-Eugenio, Teresa Sordé-Martí, and Elena Duque. "Challenging Bourdieu’s Theory: Dialogic Interaction as a Means to Provide Access to Highbrow Culture for All." SAGE Open 11, no. 2 (2021): 215824402110107. http://dx.doi.org/10.1177/21582440211010739.
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According to Bourdieu, class position is related to cultural capital, taste, and preferences. Accordingly, the author states that, because of their “habitus,” those from high social classes have higher cultural capital and preferences for highbrow culture, which gives them more chances to succeed in life. On the contrary, those from low social classes have lower cultural capital because of their lowbrow cultural preferences, which makes it more difficult for them to achieve in a system that favors the dominant classes. Through the review of articles on Dialogic Literary Gatherings published in peer-reviewed journals, this article aims to provide more insights on how the principles of dialogic learning occur. The results of the review challenge Bourdieu’s concept of “habitus,” providing evidence of how socioeconomic status (SES) is not determinant to cultural capital.
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Carfagna, Lindsey B., Emilie A. Dubois, Connor Fitzmaurice, et al. "An emerging eco-habitus: The reconfiguration of high cultural capital practices among ethical consumers." Journal of Consumer Culture 14, no. 2 (2014): 158–78. http://dx.doi.org/10.1177/1469540514526227.
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Bourdieu’s concept of habitus describes a set of tastes and dispositions operating according to a class homology – for example, a working-class preference for utility, or a bourgeois orientation toward luxury. In the United States, Holt found that high cultural capital consumers were characterized by their cosmopolitanism, idealism, connoisseurship, and affinity for the exotic and authentic. In this article, we use Holt’s analysis as a comparative case, finding an altered high cultural capital habitus incorporating environmental awareness and sustainability principles, in a configuration that has been called ethical or “conscious consumption.” Using both quantitative survey data of self-described conscious consumers as well as four qualitative case studies, we argue that ethical consumers are overwhelmingly high cultural capital consumers, and that high cultural capital consumption strategies have shifted since Holt’s study in the mid-1990s. We show that on a number of dimensions – cosmopolitanism, idealism, and relation to manual labor – a new high cultural capital consumer repertoire privileges the local, material, and manual, while maintaining a strategy of distinction. While the critical literature on conscious consumers has suggested that such practices reflect neo-liberal tendencies that individualize environmental responsibility, our findings suggest that such practices are hardly individual. Rather, they are collective strategies of consumption – what we have termed an emerging high cultural capital “eco-habitus.”
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Allikathus Rizky Laily Febriyanti, Retno Budi Astuti, and Erna Pranata Putri. "SOCIAL APPROACH OF FACTOR OF HABITUS IN ALLEGIANT NOVEL." Jurnal Sosial Humaniora dan Pendidikan 1, no. 1 (2022): 26–36. http://dx.doi.org/10.56127/jushpen.v1i1.82.
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Novel has many aspects; one of them is the social aspect which is about how social life is described in the novel, for example a problem about gender and race. This research focused on factor of habitus that occurs in Allegiant Novel by Veronica Roth.The aim of this research is to find out the factor of habitus in Allegiant Novel by Veronica Roth. The method used in this research is a qualitative research method because all data are analyzed in the form of words and sentences. Based on the results of the above discussion, there are several characters that have factors of habitus. Several supporting factors are found to form habitus based on differences in capital and class differences. The capital differences found were economic capital, social capital, cultural capital and symbolic capital. There are also class differences which are divided into 3 classes such as upper class, small bourgeois class and popular class.
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Carmignolli, Andreza Olivieri Lopes, Luci Regina Muzzeti, and Maria Fernanda Celli de Oliveira. "The school's function and the influence of cultural capital on students' performance." Revista Tempos e Espaços em Educação 13, no. 32 (2020): 1–17. http://dx.doi.org/10.20952/revtee.v13i32.14392.
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This is an excerpt of a master’s dissertation titled “The influence of cultural, social and economic capitals on the students’ school trajectory success”. It aimed to analyse how cultural capital influences the students' school performance through their family's mores and school experiences, when observing their behaviours regarding musical styles, reading practices and sports activities. The family environment is where people initially acquire cultural capital, being legitimized within a set of socially recognized knowledge and cultural assets. The studies of Pierre Bourdieu through the concepts of habitus, cultural, economic and social capital guided the theoretical reference. We chose the qualitative research method named Bourdieusian praxeology, because it is related to the restructuring of the habitus. The results of the work show how important is the partnership between the school and the family for a successful school performance.
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Aldridge, Alan. "Habitus and Cultural Capital in the Field of Personal Finance." Sociological Review 46, no. 1 (1998): 1–23. http://dx.doi.org/10.1111/1467-954x.00087.
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Key concepts drawn from the work of Pierre Bourdieu – in particular, habitus and cultural capital – which have been widely used to analyse the fields of education and the arts, are applied here to the sociologically neglected field of personal finance. The cultural project to promote marketization has not created an informed public of sovereign consumers rich in cultural capital. On the contrary, the development of commodified mass-market financial products and services implies a lowering of the threshold not just of economic but also of cultural capital needed for their acquisition. Financial scandals, such as the widespread misselling of personal pensions in the UK from the mid-1980s, typically involve in Bourdieu's terms an ‘objective complicity’ between a wide variety of stakeholders – including the government, employers, financial service providers, industry regulators, and financial advisers – and private investors whose habitus and lack of cultural capital prepare them for cooperation in their own exploitation.
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Dumais, Susan A. "Early childhood cultural capital, parental habitus, and teachers’ perceptions." Poetics 34, no. 2 (2006): 83–107. http://dx.doi.org/10.1016/j.poetic.2005.09.003.
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Carmignolli, Andreza Oliviere Lopes, Laís Inês Sanseverinato Micheleti, Maria Fernanda Celli de Oliveira, and Luci Regina Muzzeti. "A relação entre a prática docente e o capital cultural." Concilium 22, no. 7 (2022): 430–35. http://dx.doi.org/10.53660/clm-676-734.
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Esta pesquisa é um recorte da tese de doutorado intitulada “A relação entre o conhecimento matemático e o capital cultural na prática dos professores” e analisou como o capital cultural, definido por Pierre Bourdieu, está relacionado com o perfil e a atuação do professor como facilitador do processo de ensino. Nosso objetivo foi investigar como o capital cultural influencia a forma de transmissão dos conhecimentos disciplinares, verificando se o perfil do professor está diretamente ligado à sua prática de trabalho e como a cultura escolar se relaciona com a transmissão do conhecimento. A pesquisa foi desenvolvida com base no método praxiológico em uma abordagem qualitativa, tendo como foco compreender a prática, no conceito bourdieusiano, que um grupo de docentes estabelece com a disciplina. O referencial teórico foi norteado pelos estudos de Pierre Bourdieu para conceitualização de campo, habitus, ethos e capital cultural no processo de aquisição do conhecimento. Após análise das categorias bourdieusianas, verificamos que o capital cultural está diretamente ligado à prática docente por meio da influência na transmissão do conhecimento, contribuindo para a reestruturação do habitus professoral.
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Walczak, Bartłomiej, Iwona Jakubowska-Branicka, and Nikolaos Lampas. "The Associations between Economic, Social and Cultural Capital and Social Distance Towards Refugees: A Comparative Study of Emerging Adults in Greece and Poland." Studia z Teorii Wychowania XVI, no. 2(51) (2025): 159–80. https://doi.org/10.5604/01.3001.0055.1756.
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This study examines the relationship between attitudes toward refugees and three forms of capital—economic, cultural, and social—through the lens of Pierre Bourdieu’s theory of habitus reproduction. Utilizing social distance as a measure of attitudes toward Ukrainian and Southwest Asian refugees, the research posits that these groups differ in cultural proximity to European societies and present distinct challenges to integration policies due to varying scales of inflow. Data were collected from random samples of emerging adults in Greece (n=327) and Poland (n=554). Findings indicate that higher perceived cultural distance correlates with greater social distance. Greek participants exhibited more inclusive attitudes compared to their Polish counterparts. While economic capital did not significantly predict social distance, hierarchical linear modeling revealed associations with social capital—particularly its bridging form—and inherited cultural capital. These results support Bourdieu’s concept of habitus reproduction within the family and offer insights into young adults’ attitudes toward refugees.
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Silva, Silvana dos Santos, Cristina Carta Cardoso de Medeiros, and Wanderley Marchi Júnior. "Habitus e prática da dança: uma análise sociológica." Motriz: Revista de Educação Física 18, no. 3 (2012): 465–75. http://dx.doi.org/10.1590/s1980-65742012000300007.
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O presente texto relata o estudo que consistiu em uma pesquisa descritiva com abordagem qualitativa cujo objetivo foi investigar quais disposições e capitais influenciam adolescentes para a prática da dança na cidade de Toledo - PR. A partir de um recorte específico procurou-se descrever os tipos de capitais que influenciam os agentes sociais para a prática da dança e para a escolha de diferentes modalidades, relatando os sentidos e significados que os dançarinos, como agentes sociais, atribuem à dança e discutindo o efeito da dança na incorporação de disposições e na formação do habitus dos indivíduos. Como referencial teórico-metodológico elegeu-se a teoria sociológica de Pierre Bourdieu, enfatizando-se a utilização instrumental de alguns de seus conceitos tais como habitus, capital cultural, capital social, capital econômico, capital simbólico e campo. A amostra foi composta por sessenta e oito indivíduos entre doze e dezessete anos para os quais foi aplicado, como instrumento de coleta de dados, um questionário com perguntas abertas e fechadas. A investigação revelou que a constituição das disposições artísticas para a dança e a escolha das modalidades são influenciadas pelo capital econômico, capital social, capital simbólico e capital cultural, em suas três formas (incorporado, institucionalizado e objetivado). Os resultados apontaram que os agentes enfrentam algumas dificuldades para a manutenção da prática, porém, incorporam por meio da dança novas disposições que os levam a se organizar e mobilizar esforços, inclusive de seus familiares, para manterem-se no "universo da dança", como praticantes e como apreciadores.
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Febriyan Dwi Rachman, Intan Syah Fitri, and Vindy Febita Mamangkey. "Praktik Sosial: Kebudayaan Desa Kemiren Banyuwangi Sebagai Desa Wisata Adat." Tabsyir: Jurnal Dakwah dan Sosial Humaniora 4, no. 2 (2023): 136–50. http://dx.doi.org/10.59059/tabsyir.v4i2.137.
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Society always experiences critical periods in social life. This critical situations raises people’s trust in everything that is metaphysical as an alternative to solving problems in their social life. Rural communities, especially the people of Banyuwangi, are very thick with cultural values and spritual beliefs that are influenced by osing customs as a history of Blambangan. This study aims to analyze the habitus, capital realm, and social practices of the Kemiren Village community related to culture. This study uses a qualitative method with an ethnographic approch to understand the social setting of Kemiren village. The theory used in this study is sosial practice theory from Pierre Bordieu. The locatin of this research was conducted in the Kemiren Traditional Tourism Village, Banyuwangi regency. The subjects of this research are the community and customary stakeholders who act as cultural agents in customary and cultural social practices. The results of this study indicate that the habitus of the Kemiren village community in carrying out varios traditional rituals. The habitus of community rituals is influenced by internalization and socila structure in the meaning of cultural values carried out by the Kemiren village community. The dominant village community capital and cultural agent is social capital. Cultural agents and the village community have good realtions that are able to create economic benefits and recognition from the Tourism Office and Banyuwangi Goverment.
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Wen, Jun, Shaojing Wang, and Wenhe Zhang. "Research on translation review in China from the perspective of Bourdieu’s Sociology." FORUM / Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 14, no. 2 (2016): 211–38. http://dx.doi.org/10.1075/forum.14.2.03jun.
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Abstract Translation review, as book review on translated works, aims to introduce, recommend and review translated works. In China, while great achievements were made in translation criticism since the 1990s, translation review was quantitatively understudied in translation studies, though it is, as a social practice, more practical and enjoys wider readership. Based on Bourdieu’s sociological theory of practice, namely, field, capital and habitus, this paper examines translation reviews in China Reading Weekly from 2010 to 2014 and argues that China fails to establish a translation field of its own, and translation review in China is subject to the multiple influences of the economic and cultural capital of the country, the symbolic capital of translators and reviewers, and the cultural capital and habitus of reviewers. The paper also puts forward some suggestions for the development of translation review in the future.
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Magalhães dos Santos, Elisabete, and Mona Lisa Noronha Pinheiro. "Billy Elliot: das luvas de boxe às sapatilhas de balé, uma análise sociológica." Revista Ensaios 2, no. 5 (2012): 21. http://dx.doi.org/10.22409/re.v2i5.728.
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Este artigo tem como objeto de análise o filme Billy Elliot. Utilizando categorias elaboradas pelo sociólogo Pierre Bourdieu, o texto analisa o drama vivido pelo personagem principal ao decidir deixar o boxe para ser bailarino. O conflito em torno do habitus masculino, o contexto da crise da mineração na Inglaterra e a experiência particular com o balé converge para que Billy busque um capital cultural que o leve a ser reconhecido em um novo campo, o campo artístico. Foi possível compreender, por meio das categorias habitus, campo e capital cultural, elaboradas pelo sociólogo francês, que se o agente tende à reprodução social, também é matriz criadora de disposições culturais.
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Pöllmann, Andreas. "Bourdieu and the Quest for Intercultural Transformations." SAGE Open 11, no. 4 (2021): 215824402110613. http://dx.doi.org/10.1177/21582440211061391.
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Building and expanding on Bourdieu’s notions of cultural capital, habitus, and field, this conceptual article aims to contribute to a better understanding of intercultural transformations. Distancing itself from essentialist reductionism in the analysis of cultures, it associates intercultural transformations with habitus crises through “culture shock,” with the realization of intercultural capital, and with changes in the scope and configuration of cultural pluriformity. In going beyond Bourdieu without abandoning him along the way, the approach outlined in the course of this article combines a range of conceptual tools which may prove to be useful in sustaining struggles for social justice in educational institutions and in society at large.
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Piedrahita Sandoval, Laura Elvira, Jorge Sotelo-Daza, Liliana Cristina Morales Viana, and Cesar Ivan Aviles Gonzalez. "How Does Professional Habitus Impact Nursing Autonomy? A Hermeneutic Qualitative Study Using Bourdieu’s Framework." Nursing Reports 15, no. 3 (2025): 88. https://doi.org/10.3390/nursrep15030088.
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Background/Objective: In nursing practice, differences have been noted between the shared habitus acquired during academic training and professional practices within healthcare systems. In this context, nurses tend to experience an impact on their autonomy due to the ways in which their professional habitus has been established, which, in some way, alters the cultural capital acquired during their academic training. The objective of this study was to identify factors that facilitate and/or limit autonomy in nursing practice based on professional habitus. Method: This research was conducted using a hermeneutic qualitative study framed within a critical approach that incorporated Bourdieu’s theory of fields (habitus, field, and capital). This study included 11 registered nurses working in hospital settings, 17 nursing students, and six university professors. Data collection included 34 sociodemographic forms, 34 individual semi-structured interviews, and five focus group discussions conducted with an interview guide. The collected data were analyzed using an interpretative hermeneutic approach, integrating grounded theory and Bourdieu’s theory of fields, focusing on the concepts of habitus, field, and capital. Results: This study identified a central theme—clarification of the nurse’s role (professional habitus)—alongside three subthemes: (1) strengthening the nursing identity (identity habitus), (2) optimizing nursing education (optimization habitus), and (3) reinforcing professional credibility (validation habitus). Autonomy was found to be influenced by hierarchical structures, power relations, and institutional constraints within the healthcare social field, which led to limitations in the accumulation of nurses’ symbolic capital. Conclusions: The professional habitus of nurses is shaped by various elements within the healthcare social field. This field is constrained by hierarchical structures and factors such as subordination to the hegemonic biomedical discourse and the medical profession, limited recognition of humanized care, institutional restrictions on acknowledging the nursing process, and a lack of solidarity and leadership. These constraints ultimately hinder the accumulation of symbolic and social capital in nursing, leading to a loss of autonomy and hindering professional development.
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Sharma, Gudanidhi. "Globalization, Citizenship and Subjectivity in Modern Family: An Analysis of Community And Changes In The Last Generations." Resunga Journal रेसुङ्गा जर्नल 3, no. 1 (2024): 25–41. http://dx.doi.org/10.3126/resungaj.v3i1.65879.
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Basically, Bourdieu focuses on cultural capital is a major source of social inequality. The conflicts which take place in each social field have specific characteristics arising from those fields and that involve many social relationships which are not economic. Bourdieu developed a theory of the action, around the concept of habitus, which exerted a considerable influence in the social sciences. He introduces theoretical concepts habitus, practice, field, and different forms of capital, such as cultural, economic, social, and symbolic. While gender, class, ethnicity, culture, education, and the historical time period all shape an individual's habitus, what one does in everyday life is dynamic and fluid, like a jazz musician's improvisation on a theme. As we discussed on globalization, citizenship and subjectivity in the family through different generation, whether the globalization directly impact the family life and activities or families themselves have embodied own subjectivity to change interest, habitus and rationality. If we look from the eyes of Bourdieu or as a sociologist, we have to be skeptical of our social beliefs, cultures and should be reflexive.
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Strangaric, Snezana, and Vesna Rodic-Lukic. "Model of effects of cultural capital and educational Habitus on Pisa competencies of pupils: An example of Serbia and Croatia." Sociologija 66, no. 1 (2024): 28–44. http://dx.doi.org/10.2298/soc2401028s.
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The results of a secondary analysis of the empirical data collected during PISA 2018 on the sample of pupils from Serbia and Croatia are presented in this paper. Based on the theoretical model established by Pierre Bourdieu, we examined the effects of cultural capital in all three forms (objectified, embodied and institutionalized) on reading, mathematical and science competencies of pupils, measured through PISA tests. As a mediator of given variables, we put certain indicators of habitus, which is also one of the key concepts of Bourdieu?s theory. The indicators which were included are adjustment to the educational system and education expectations, specifically marked as educational habitus. The results showed positive effect of all tree forms of cultural capital on a specific type of competence, while education expectations are confirmed as a mediator between cultural capital and competences. A comparative analysis of Serbia and Croatia showed that there are some differences regarding objectified cultural capital and education expectations which have stronger effect on pupil?s competences on the sample from Croatia. The results of this research can be used for creating implications for educational policies which would be focused on obtaining cultural capital among pupils, therefore improving their competencies and, consequently, reducing social inequalities in education by more equal distribution of this form of capital.
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Wallace, Jane. "Stepping-up: ‘Urban’ and ‘queer’ cultural capital in LGBT and queer communities in Kansai, Japan." Sexualities 23, no. 4 (2019): 666–82. http://dx.doi.org/10.1177/1363460718795835.
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This article argues that the Bourdieusian concepts of field, habitus and cultural capital open up theoretical space in which to analyse the hierarchical nature of LGBT and queer communities living in the Kansai region of Japan. Drawing upon data collected during ethnographic fieldwork, this article will show how ‘urban’ and ‘queer’ forms of LGBT-activist practice acted as a kind of cultural capital (in the form of symbolic capital) within the groups studied. The possession of and ability to engage in specific ways with these cultural capitals determined the respondents’ positions in the field. However, access is not universal, and is determined by context. Furthermore, the processes involved in a renegotiation of an individual’s position in the field can bring multiple habitus into contact, resulting not only in instances of successful transfer, but also tension and rupture. This article provides an original and timely contribution to sexuality and gender studies of Japan, by adding a detailed analysis of the ways in which cultural capital plays out in the field using ethnographic data.
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O’Toole, Emer. "Cultural capital in intercultural theatre." Target. International Journal of Translation Studies 25, no. 3 (2013): 407–26. http://dx.doi.org/10.1075/target.25.3.06aal.
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In 2006, the Dublin-based theatre company Pan Pan went to China to produce a Mandarin version of J.M. Synge’s canonical Irish play The Playboy of the Western World. Director Gavin Quinn chose to set the adaptation in a hairdresser/ massage parlour/brothel, on the outskirts of Beijing. He originally wanted the protagonist to hail from Xin-Jiang, China’s troubled Sinomuslim province. In interview, he said he was advised against this for fear of Chinese state censorship. However, the Chinese translators, Yue Sun and Zhaohui Wang, suggest that the decision not to represent a Muslim protagonist had to do with ethnic sensitivities. In order to analyse this conflict, this article draws on translation sociology after Bourdieu, clarifying the functioning of the habitus, and formulating a global field of cultural production. It argues that analysis of intercultural processes focused on cultural capital can provide materially engaged insights into the power relations informing given intercultural situations.
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Santillán-Anguiano, Ernesto Israel, and Emilia Cristina González-Machado. "Bourdieu: El impacto de una palabra en la investigación de las juventudes / Bourdieu: The impact of a word on youth research." Religación. Revista de Ciencias Sociales y Humanidades 5, no. 25 (2020): 170–78. http://dx.doi.org/10.46652/rgn.v5i25id682.
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Este trabajo ofrece una serie de reflexiones sobre el texto La juventud no es más que una palabra presentada por Pierre Bourdieu en 1978. El principal objetivo de este documento es hacer evidente la vigencia de las ideas del sociólogo francés respecto a la construcción del concepto de juventud como categoría en las ciencias sociales. Para ello, se realizó un análisis de textos para profundizar las ideas asociadas a las desigualdades, el capital cultural, el habitus y el papel del espacio escolar. Como resultados más relevantes se pueden mencionar que: 1) La definición de la juventud es producto de la lucha intergeneracional y por lo tanto arbitraria; 2) el habitus juvenil garantiza la permanencia de la estructura social; 3) el capital cultural incorporado de los jóvenes se encuentra garantizado por el tiempo liberado; 4) el espacio escolar es un campo de privilegios que naturaliza las condiciones de ser joven. This work offers some reflections on the text Youth’ is Just a Word presented by Pierre Bourdieu in 1978. The objective of this document is to make evident the validity of the ideas of the French sociologist regarding the construction of the concept of youth as a category in the social sciences. For this, a text analysis was carried out to deepen the ideas associated with inequalities, cultural capital, habitus and the role of school space. As the most relevant results, it can be mentioned that: 1) The definition of youth is the product of intergenerational struggle and therefore arbitrary; 2) juvenile habitus guarantees the permanence of the social structure; 3) the incorporated cultural capital of young people is guaranteed by time released; 4) the school space is a field of privileges that naturalizes the conditions of being young.
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Dumais, Susan A. "Cultural Capital, Gender, and School Success: The Role of Habitus." Sociology of Education 75, no. 1 (2002): 44. http://dx.doi.org/10.2307/3090253.
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Renukuntla, Anusha, and Ashok Kumar Mocherla. "The Caste of Campus Habitus: Caste and Gender Encounters of the First-generation Dalit Women Students in Indian Universities." CASTE / A Global Journal on Social Exclusion 4, no. 2 (2023): 336–50. http://dx.doi.org/10.26812/caste.v4i2.682.
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This article critically examines the university academic spaces and the campus culture determined by a particular form of the dominant habitus which is, in effect, actively excluding the first-generation women students belonging to the marginalized sections of Indian society. As this dominant habitus is constantly reproduced on university campuses, with or without contentions, entering the academic spaces of Indian universities for first-generation Dalit women—who are deprived of both cultural and social capital—is invariably becoming a herculean task. Therefore, this article analyses the concealed forms of dominant campus habitus that structurally create a conducive environment for privileged students and a rigid glass ceiling for first-generation Dalit women students in their journey toward higher education. Notwithstanding the limitations associated with their social status of being first-generation learners, the formations of alternative cultural capital and resilience of the Dalit women students have been analysed from a feminist perspective, proving that one could overcome these social challenges through the acquired cultural capital. The analytical concepts and theoretical frameworks of this article have been developed based on empirical/ethnographic data collected from women research scholars at a prominent university in South India. The narratives were collected in the academic year 2020–2021 through in-depth interviews and focused group discussions.
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Adhisa Nur Aini, Fitri Amilia, Dzarna, and Agus Milu Susetyo. "Exploring Social Critique in the Literary Work of Film: Ali & Ratu Queens through Bourdieu's Sociological Theory." Journal of Language and Literature Studies 4, no. 4 (2024): 847–58. https://doi.org/10.36312/jolls.v4i4.2362.
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Film criticism involves evaluating the quality of a work from artistic, cultural, and technical perspectives. It does not only focus on the narrative or story of the film but also includes other elements such as cinematography, acting, character development, and the conveyed themes. Therefore, this study aims to explore social critique in the film Ali & Ratu Queens using Pierre Bourdieu’s sociological approach, specifically the concepts of habitus, capital, and field as presented in the film. The research employs a descriptive qualitative method, with data drawn from the dialogues and actions of characters within the film. Data collection techniques include watching, marking, observing, and note-taking. The collected data is qualitatively analyzed by observing dialogues, identifying those that reflect Bourdieu’s theories, documenting them, classifying dialogues into categories of habitus, capital, and field, and drawing conclusions based on the analysis of these dialogues. The findings show that the film depicts habitus as a result of internalized social experiences, where economic, social, and cultural capital influences character interactions, and social and educational fields serve as arenas in which individuals compete for higher social positions. Through the application of Bourdieu’s theory, this research reveals that film can serve as an effective tool for critiquing and reflecting on the social and cultural conditions of society.
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Faria, Renata Mantovani de, and Eduardo Pinto e. Silva. "EXPECTATIVAS DE ESTUDO E TRABALHO DE CONCLUINTES DE UMA ESCOLA PÚBLICA." Revista da Faculdade de Educação 31, no. 1 (2019): 237–59. http://dx.doi.org/10.30681/2178-7476.2019.31.237259.
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O objetivo deste artigo é analisar as relações entre os capitais econômico, cultural e social de concluintes de uma escola pública e periférica de município do interior do Estado de São Paulo e suas expectativas de estudo e trabalho. Os procedimentos de pesquisa utilizados foram questionários e entrevistas semiestruturadas. Os resultados foram analisados com base nos conceitos de Bourdieu de habitus, capital econômico, cultural e social. Verificou-se que o capital cultural foi o que mais influenciou as expectativas. Muitos dos estudantes e familiares ingressaram no trabalho em olarias ainda crianças, com percalços na escolarização. Na prática social, há a formação de um habitus especialmente voltado ao trabalho. Embora existam discursos favoráveis aos estudos, sua concretização e/ ou continuidade lhes parece custosa e improvável, em função do conjunto dos capitais e de suas disposições interiorizadas.
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Jing, Hua. "Translated Literature Field & Translator’s Habitus: Promotion of Mo Yan’s Novels in the Context of World Literature." International Journal of Comparative Literature and Translation Studies 9, no. 4 (2021): 28. http://dx.doi.org/10.7575/aiac.ijclts.v.9n.4p.28.
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The reading and influence of Mo Yan’s novels are beyond the scope of their own culture and are accepted and recognized by scholars and ordinary readers under the recommendation of western mainstream media publishing houses and Sinologists, despite the fact that there is usually a very low status for Chinese-English translation literature in the western foreign literature translation field, and the translated literature from other languages occupies a rather marginal position in the multicultural literature field of western countries. Using the Sociotranslotological concepts of‘Field’, ‘Cultural Capital’ and ‘Habitus’, this paper analyzes the elements which promote Mo Yan’s works into world literature with the focuses on translators’ habitus in the translated literature field. It is found out that the cultural capital and habitus of Howard Goldblatt, the English version translator of Mo Yan’s works have great contribution in pushing Mo Yan’s novels into the west literature field and promoting their worldwide reading and influence.
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Hafifah, Nurul, Afrizal, and Indraddin. "Pokdarwis (Tourism Awareness Group) Strategies in the Development of Sanjai Tourism Village, Bukittinggi City: An Analysis of Bourdieu’s Habitus and Capital." Jurnal Sosiologi Nusantara 11, no. 1 (2025): 101–25. https://doi.org/10.33369/jsn.11.1.101-125.
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This research explores how the Tourism Awareness Group (Pokdarwis) implementing Community-Based Tourism (CBT) in Sanjai Tourism Village, Bukittinggi, West Sumatera. By describing the strategies they have developed to promote tourism. As tourism serves as a vital economic driver, requires community involvement for sustainability. Employing a qualitative approach, this research gathers data through in-depth interviews, observations, and document analysis to assess Pokdarwis’ strategies in fostering tourism growth within the village. The analysis is framed using Bourdieu’s theoretical concepts of habitus, capital, and field. Key findings show Pokdarwis: (1) developing tourism plans; (2) promoting the destination; (3) utilizing social capital; (4) empowering pokdarwis members. Bourdieu’s concepts of habitus and capital (cultural, social, economic) highlight how shared norms and networks empower Pokdarwis to lead CBT sustainably. By blending local culture, strategic action, and community participation, Pokdarwis strengthens economic benefits while preserving cultural identity. This approach offers a model for policymakers and practitioners to enhance CBT through grassroots collaboration and socio-cultural alignment
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Haekal, Muhammad. "Perundungan dalam perspektif Bourdieu: studi tentang pengalaman mahasiswa Indonesia menghadapi perundungan di masa kecil." JAS-PT (Jurnal Analisis Sistem Pendidikan Tinggi Indonesia) 5, no. 2 (2021): 61. http://dx.doi.org/10.36339/jaspt.v5i2.535.
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Penelitian kualitatif ini menyelidiki bagaimana konstruksi teori reproduksi sosial Bourdieu (cultural capital, social capital, habitus, dan field) menganalisis pengalaman pribadi korban, pelaku, korban-pelaku, dan saksi mata kasus perundungan di Indonesia. Pengumpulan data dilakukan dengan menggunakan wawancara semi terstruktur terhadap responden yang merupakan mahasiswa di beberapa perguruan tinggi di Aceh, Indonesia. Penelitian ini menemukan bahwa perundungan yang dialami oleh responden sangat erat kaitannya dengan aspek cultural capital, social capital, habitus, dan field, baik secara positif maupun negatif. Responden yang memiliki aspek reproduksi sosial yang tinggi cenderung lebih rendah atau bahkan terhindar dari perundungan, dan sebaliknya. Peneliti turut menggaris-bawahi bahwa aspek-aspek dari teori reproduksi sosial sendiri terikat dengan konteks dan situasi, dan tidak bijak dilihat secara hitam dan putih. Penelitian ini berkontribusi pada kajian tentang hubungan perundungan dan konstruksi teori reproduksi sosial, khususnya dalam konteks Indonesia atau Asia Tenggara. Untuk penelitian lanjutan, peneliti merekomendasikan analisis teori reproduksi sosial dilakukan pada pimpinan, guru, serta staf di institusi pendidikan.
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Arwansyah, O. K. Dedy, and Agung Suharyanto. "Love battle in the middle of the social arena: An analysis of relationships without parental approval based on Pierre Bourdieu's theory." Humanities Journal 2, no. 3 (2025): 2025012. https://doi.org/10.31893/humanitj.2025012.
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This study investigates the phenomenon of romantic relationships unapproved by parents through Bourdieu’s theoretical framework of habitus, capital, and social arena. It explores how differing values between generations create internal conflicts, where parents emphasize family honor, economic stability, and social status, while children prioritize emotional commitment. Using a qualitative approach with secondary data analysis, the research reveals that parental blessing functions as symbolic capital, serving as a marker of social legitimacy. In societies valuing collectivity, a lack of approval results in significant stigma and social pressure. However, some couples attempt to gain legitimacy by leveraging cultural, social, and economic capital. The findings underscore that romantic relationships reflect a broader social dynamic of power struggles, where habitus, doxa, and symbolic capital shape the battle for recognition and legitimacy.
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Vera, Nawiroh. "Independent Study Practices in Higher Education Seen from the "Bourdieu" Approach." JISIP (Jurnal Ilmu Sosial dan Pendidikan) 8, no. 3 (2024): 1496. http://dx.doi.org/10.58258/jisip.v8i2.6855.
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This study aims to analyze the practice of independent learning in tertiary institutions using the "Bourdieu" approach. This approach refers to social theory from Pierre Bourdieu who argues that social practice, including learning practice, is influenced by social, cultural, and economic factors. The research method used is the library research method, which is research that utilizes library resources to obtain research data. And observation of independent learning practices. Data analysis was carried out using key concepts from Bourdieu's theory, such as cultural capital, social capital, and habitus. The results of the study show that independent learning practices in tertiary institutions are influenced by factors such as social background, cultural knowledge, and social networks. Students who have access to higher levels of cultural capital, such as prior education, family knowledge, and economic resources, tend to have better self-learning practices. The findings of this study also indicate that individual habitus plays an important role in self-learning practices. Students who are accustomed to active and independent learning practices early in their lives tend to continue these practices in Univesity.