Outline of a Theory of Practice.
About: This article is published in Contemporary Sociology.The article was published on 1980-03-01. It has received 14683 citations till now. The article focuses on the topics: Practice theory.
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TL;DR: The authors adopts a transnational, ethnographic vantage point in examining cultural politics, gender, and class relations in the provisional Philippine diaspora constituted through women's labour migration, where emphasis is placed on women's agency and how their experiences are embedded in layers of economic and social support flowing from and to female kin.
Abstract: This paper adopts a transnational, ethnographic vantage point in examining cultural politics, gender, and class relations in the provisional Philippine diaspora constituted through women's labour migration. Emphasis is placed on women's agency and how their experiences are embedded in layers of economic and social support flowing from and to female kin. Cultural capital is acquired from the migration experience, but domestic service migrants remain subject to what Bourdieu calls symbolic violence, both in their places of work and through conventions of Philippine femininity. Diaspora formed by the potentially permanent migration of Philippine women to Canada is fraught with tensions from Philippine familial expectations and, in this sense it remains provisional.
118 citations
TL;DR: In this article, a 75-year-old woman discusses her attitude to mathematics in relation to formal settings and being competent in her everyday life, and analytically expands the context for knowing and learning mathematics from the participants' experiences and perspectives to include the adults' dispositions.
Abstract: As one of the so-called basic skills, 'mathematics' or 'numeracy' is at the top of the list of subjects in adult education programmes. Together with political investment in general and further education, practitioners and theoreticians focus on 'knowing and learning in different contexts'. Jean Lave's theory about 'situated learning' may be regarded as a confrontation with the idea of learning as acquisition of propositional knowledge. One characteristic of adult education in mathematics is that the participants bring with them adult life experience from their everyday and work. Another characteristic is their perspective in educating themselves. There is an apparent contradiction between many adults being blocked in relation to mathematics in formal settings and being competent in their everyday life. It is possible to make sense of this contradiction by analytically expanding the context for knowing and learning mathematics from the participants' experiences and perspectives to also include the adults' dispositions, cf. Pierre Bourdieu's concept of 'habitus' as a guiding principle for practice. By interpreting the account of her life by a 75 year old woman concerning her attitudes to mathematics, the author illustrates and discusses the two analytical concepts ('situated learning' and 'habitus') and their suitability for analysing adults knowing or not-knowing mathematics in different situation contexts.
117 citations
TL;DR: In this article, Cognitive and Cultural Embeddedness: Combining Institutional Economics and Economic Sociology Journal of Economic Issues: Vol 37, Papers From The 2003 AFEE Meeting, pp 461-470
Abstract: (2003) Cognitive and Cultural Embeddedness: Combining Institutional Economics and Economic Sociology Journal of Economic Issues: Vol 37, Papers From The 2003 AFEE Meeting, pp 461-470
117 citations
TL;DR: The results of this study suggest that social connections are not necessarily located in neighbourhoods, and that social capital will be better understood in a broader social context which includes competition for resources between deprived and non-deprived groups, and the practices of all citizens across neighbourhoods.
117 citations
TL;DR: This chapter introduces the three goals of the volume, illustrating how the study of identity development is enriched by an interdisciplinary approach, providing a rich developmental picture of personal and social identity development, and examining the intersections of multiple identities.
Abstract: Identity is a central focus of research in the social sciences, national and international politics, and everyday discourse. This volume brings together an interdisciplinary set of social scientists who study personal and social identity. The chapters span childhood through emerging adulthood. This chapter introduces the three goals of the volume: (1) illustrating how the study of identity development is enriched by an interdisciplinary approach, (2) providing a rich developmental picture of personal and social identity development, and (3) examining the intersections of multiple identities. We illustrate these three goals with brief descriptions of how they are addressed in the other chapters in the volume. This chapter also highlights the three goals of the study with data from our ongoing longitudinal study of diverse emerging adults' college pathways.
117 citations