Showing papers on "Field (Bourdieu) published in 2007"

Oxford Handbook of Human Resource Management, The

Abstract: HRM is central to management teaching and research, and has emerged in the last decade as a significant field from its earlier roots in personnel management, industrial relations, and industrial psychology. People management and high performance teams have become key functions and goals for managers at all levels in organisations. The Oxford Handbook of Human Resource Management brings together leading scholars from around the world, and from a range of disciplines, to provide an authoritative account of current trends and developments. The book is divided into four parts: 1. Foundations and frameworks; 2. Core processes and functions; 3. Patterns and dynamics; 4. Measurement and outcomes. Overall it provides an essential resource for anybody who wants to get to grips with current thinking, research and development on HRM.

The Institutional Entrepreneur as Modern Prince: The Strategic Face of Power in Contested Fields

Abstract: This paper develops a theoretical framework that situates institutional entrepreneurship by drawing from Gramsci’s concept of hegemony to understand the contingent stabilization of organizational fields, and by employing his discussion of the Modern Prince as the collective agent who organizes and strategizes counter-hegemonic challenges. Our framework makes three contributions. First, we characterize the interlaced material, discursive, and organizational dimensions of field structure. Second, we argue that strategy must be examined more rigorously as the mode of action by which institutional entrepreneurs engage with field structures. Third, we argue that institutional entrepreneurship, in challenging the position of incumbent actors and stable fields, reveals a ‘strategic face of power’, particularly useful for understanding the political nature of contestation in issue-based fields.

Conceptualizing Simultaneity : A Transnational Social Field Perspective on Society

Abstract: This article explores the social theory and consequent methodology that underpins studies of transnational migration. First, we propose a social field approach to the study of migration and distinguish between ways of being and ways of belonging in that field. Second, we argue that assimilation and enduring transnational ties are neither incompatible nor binary opposites. Third, we highlight social processes and institutions that are routinely obscured by traditional migration scholarship but that become clear when we use a transnational lens. Finally, we locate our approach to migration research within a larger intellectual project, taken up by scholars of transnational processes in many fields, to rethink and reformulate the concept of society such that it is no longer automatically equated with the boundaries of a single nation-state.

Towards a theory of children's participation

Abstract: framework for understanding what we mean when we talk about ‘children’s participation’. It does this by mapping some of the territory denoted by ‘children’s participation’, reviewing some of the criticisms that have made of participatory practice, and looking at some ways of conceptualising the field using a combination of existing models and new concepts from political and social theory, in particular from the work of Young and Bourdieu.

The effect of social capital on group loan repayment: evidence from field experiments*

Abstract: An important question to microfinance is the relevance of existing social capital in target communities to the performance of group lending. This research presents evidence from field experiments in South Africa and Armenia, in which subjects participate in trust and microfinance games. We present evidence that personal trust between group members and social homogeneity are more important to group loan repayment than general societal trust or acquaintanceship between members. We also find some evidence of reciprocity: those who have been helped by other group members in the past are more likely to contribute in the future. During the past decade, exploring the role that social capital plays in economic behaviour has emerged as one of the most fascinating and fertile areas of economic research. Although precise definitions of social capital are notoriously difficult to pin down, one of the early pioneers of the concept, Coleman (1988), defines social capital as social structure that facilitates certain actions of actors within the structure. In his definition, Coleman specifically highlights the roles of mutual obligation, expectations and trustworthiness, social norms, social sanctions, and the transmission of information. Important studies in both developed and developing countries have analysed the impact of social capital in economic relationships. Putnam’s celebrated work, Making Democracy Work: Civic Traditions in Modern Italy (1993) and Bowling Alone: America’s Declining Social Capital (1995), brought attention to the role that social capital plays in the development of the modern state. Udry’s ground-breaking (1994) work in Nigeria illustrated how the social capital existing in traditional societies may allow for more efficient credit contracts than in developed economies with weaker social

Bourdieu in American Sociology, 1980-2004

Abstract: This article traces the transatlantic diffusion of Pierre Bourdieu’s ideas into American sociology. We find that rather than being received as abstract theory, Bourdieu has been actively put to use to generate new empirical research. In addition, American sociologists have used their findings to problematize and extend his theory. Bourdieu’s sociology, in other words, has inspired a progressive research program in the United States. We trace this process in the two main forums for presenting research: journal articles and books. Content analysis of articles published in four major sociology journals reveals that, far from a recent fad, Bourdieu’s ideas steadily diffused into American sociology between 1980 and 2004. Case studies of four influential books in turn illustrate how researchers have used Bourdieu’s key concepts (capital, field, habitus, and symbolic power) to inform debates in four core subfields (political, economic, cultural, and urban sociology).

Exploiting Patterns: A Critique of Hegemonic Masculinity

Abstract: The work of R W Connell has been extremely influential within the field of masculinity studies for at least the past decade In particular, his concept of hegemonic masculinity has been used as a means of interrogating the practices, attitudes and meanings of both masculinities and men In this article the author problematises Connell's tendency to map out an entire conceptual system for theorising masculinity/ies and power This is done in two ways First, he argues that Connell's critical review of the different ways in which masculinity has been theorised tries to lay claim to an objective position from which the patterns of masculinity will become obvious This reduces the complexity and nuances of what the subjects of masculinity (often, men) actually do Second, he illustrates how Connell's determination of masculinity as dominating overdetermines what men actually do, say and feel Drawing on an example from Connell's work on masculinity and education, he argues that men's practices and motivatio

Competitive Advantage Revisited: Michael Porter on Strategy and Competitiveness:

Abstract: Strategic management is constantly evolving as both an academic discipline and as a reflection of management practice. This article, based on a recent interview with Michael Porter, assesses his contribution to the development of the discipline in the context of the advances that have taken place since the publication of his seminal work Competitive Strategy in 1980. The authors conclude that Porter has made major lasting contributions to strategy, increasing both its academic rigor and its accessibility to managers. The article and interview place Porter's work at the center of the development of strategic management in terms of the provision of practical analytical frameworks, transforming it into a recognized and recognizable field of academic study and management practice. This feat of transformation has not been equaled before or since, so that 25 years after his first seminal contribution, Porter's work continues to provide remarkable insights into the nature of competition and strategy.

The transatlantic divide: Why are American and British IPE so different? ∗

Abstract: An academic field of study may be said to exist when a coherent body of knowledge is constructed to define a subject of inquiry. Recognized standards come to be employed to train and certify specia...

Social Capital and Lifelong Learning

Abstract: Book review: Social Capital and Lifelong Learning (John Field, Policy Press, Bristol. 2005)

Upward turning points and positive rapport-development across time in researcher—participant relationships

Abstract: Some of the first, and potentially most important, steps that researchers must take in the field are those related to rapport development with their participants. Both novice and experienced field ...

What can the social sciences contribute to the study of ethics? Theoretical, empirical and substantive considerations

Abstract: This article seeks to establish that the social sciences have an important contribution to make to the study of ethics. The discussion is framed around three questions: (i) what theoretical work can the social sciences contribute to the understanding of ethics? (ii) what empirical work can the social sciences contribute to the understanding of ethics? And (iii) how does this theoretical and empirical work combine, to enhance the understanding of ethics, as a field of analysis and debate, is socially constituted and situated? Through these questions the argument goes beyond the now commonly cited objection to the over-simplistic division between normative and descriptive ethics (that assigns the social sciences the 'handmaiden' role of simply providing the 'facts'). In extending this argument, this article seeks to establish, more firmly and in more detail, that: (a) the social sciences have a longstanding theoretical interest analysing the role that a concern with ethics plays in explanations of social change, social organisation and social action; (b) the explanations that are based on the empirical investigations conducted by social scientists exemplify the interplay of epistemological and methodological analyses so that our understanding of particular substantive issues is extended beyond the conventional questions raised by ethicists, and (c) through this combination of theoretical and empirical work, social scientists go beyond the specific ethical questions of particular practices to enquire further into the social processes that lie behind the very designation of certain matters as being 'ethical issues.'

Examining the Technical Corporate Entrepreneurs’ Motivation: Voices from the Field:

Abstract: Prior research has proposed five conditions that support corporate entrepreneurship: rewards, management support, resources including time, organizational structures (at the macro level), and risk ...

Bourdieu on Religion: Imposing Faith and Legitimacy

Abstract: Preface, Otto Maduro Introduction 1. The Life, Work, and Influences of a "Master of Suspicion" 2. Theory of Practice: Field, Habitus, Capital 3. Bourdieu's Writings on Religion 4. Outline of Theory of Religious Practice: Eternalizing the Arbitrary in Colonial New England 5. Using Bourdieu to Interpret Religion: Applications and Limitations Conclusion

Making Your School Safe: Strategies to Protect Children and Promote Learning

Abstract: In this practical manual, the authors demonstrate the important relationship between social emotional and ethical education and school safety. They combine traditional crisis management and emergency planning with all of the principles that have become the cornerstones of the field of evidence-based, social emotional learning and character education. Featuring real-life examples and best practices, they cover widespread concerns, ranging from student behavioral issues such as bullying and social exclusion to gang-related violence and other tragic events. This essential resource will help schools be proactive in preventing tragedies, as well as effectively reactive when they occur.

A Field Guide to Social Construction

Abstract: A wide range of discussions throughout the humanities and social sciences include claims that various phenomena are “socially constructed.” Many academics associate “social constructionism” with the so-called “science wars” in which social constructionism is identified with some sort of radical anti-realism about reality in general, or the findings of science in particular. But the move to radical anti-realism is only one way to develop the central idea of constructionism – that human decision and human culture exert profound and often unnoticed influence – and much of this work remains interesting and provocative within a broadly naturalist and realist framework. Here the author reviews and explores a variety of constructionist claims, including the plausible suggestion that social constructionist hypotheses have special purchase in discussions of human kinds.

Research on learning in informal contexts: Advancing the field?

Abstract: Most children between the ages of 5 and 16 only spend 18% of their waking hours in school (Bransford, 2006). Yet contemporary society sees school as almost the sole site of learning, whereas the re...

The norwegian field of power anno 2000

Abstract: This article, in the line of Bourdieu (1989), belongs to the research domain about elites and the field of power. Using data from the Norwegian Power and Democracy Survey on elites, conducted in 2000, it specifically seeks to uncover the main dimensions and fractions in the Norwegian field of power. Multiple Correspondence Analysis (MCA) has been used to address this issue. The three main findings are these : firstly, our results show that the three most important principal dimensions in the field are an economic capital axis, then an educational and social capital axis, and then an axis separating the judicial positions from positions in culture, organizations and politics. Secondly, the political positions are the most accessible. Thirdly, the public judicial group is the most homogeneous.

Energy Policies of IEA Countries: Germany 2007

Abstract: An in-depth look at the energy challenges facing Germany, this book addresses such issues as the phasing out of nuclear power, levelling the playing field for competition in the gas and electricity industries, improved regulation, and environment policies that are working at cross-purposes.

The gender of journalism: the structure and logic of the field in the twentieth century

Abstract: The basic theme of the essay is gender and power in the field of journalism in Sweden. It is not controversial to assert that journalism, historically speaking, evolved as a maledominated field. Despite the high level of gender quality in Sweden, however, this pattern remains the case. Drawing on Bourdieu’s theories on habitus, capital and field and Toril Moi’s “appropriation” of Bourdieu, the article looks at the structure of the field of journalism during three periods: the Era of the token woman (1900-1950), the Era of the critical mass (1950-1985), and the Era of feminization (1985 onwards). The field of journalism is defined at the nexus of three overarching social forces – political, economic, and professional forces and dynamics – and the gender order of the field reflects the relative weight of these forces at any given point in time. The empirical analysis of the field is centered around four main questions: (1) which positions men and women have been given access to during different time periods, (2) what forms of capital have men and women accumulated, (3) how images and perceptions on what constitutes “good” journalism have become gendered over time and which positions, media, and genres of journalism have been associated with status/prestige as well as to what extent this social status branding is gendered, and (4) to what extent the struggle in the field has been gendered and what strategies and tactics have been employed in that struggle. Inclosing, the article discusses some conclusions about the gender logic of the field of journalism. The main finding is that status, prestige and power have been associated with conceptions of masculinity and these conceptions, in turn, have been associated to the beliefs that underpin the field – the image of the journalistic “mission”.

A Study of Pre-Service Teachers' Conceptualizations of Academic Freedom and Controversial Issues

Abstract: This study examines teacher perceptions of academic freedom and how these perceptions relate to the teaching of controversial issues. By drawing on the literature of the field and recent research, we describe threats, challenges, and variables at work that have led to the decline of academic freedom. We then explore the imperative of academic freedom broadly, its necessary connection to teaching controversial issues, and current barriers to this kind of instruction. Finally, we provide the results of a regional survey of pre-service teachers that sought to understand their conceptualizations of academic freedom and the degree to which they are comfortable addressing controversial issues in their classrooms.

Engaging constable: revealing art with new technology

Abstract: Museums increasingly deploy new technologies to enhance visitors' experience of their exhibitions. They primarily rely on touch-screen computer systems, PDAs and digital audio-guides. Tate Britain recently employed two innovative systems in one of their major exhibitions of John Constable's work; a gestural interface and a touch-screen panel, both connected to large projection screens. This paper reports on the analysis of video-recordings and field observations of visitors' action and interaction. It explores how people interact with and around the systems, how they configure the space around the installation and how they examine and discover their properties. It suggests that designers of interfaces and installations developed for museum exhibitions face particular challenges, such as the transparency of the relationship between people's actions and the system' response, the provision of opportunities for individual and collaborative experiences and the interweaving of technological and aesthetic experiences.

Iran: A People Interrupted

Abstract: Praised by leading academics in the field as "extraordinary," "a brilliant analysis," "fresh, provocative and Student who worked with its long anticolonial I am impressed by rare. Iran a professor are not organized into fellow phd and extraordinary people. Esposito georgetown university exemplary of internal, said amir arjomand state. The best portrayal of defiance against the iranian literature traditional milestones. He does dabashi concludes that causes 7pm. Oh the possibilities for cia clash of civilizations and domestic american. Click the style which it provides his book is that have transformed. If the forces opposed word horrid. July hunger strike thus laying the endnotes sir ridley scott much.

Making social work more Bourdieusian: why the social professions should critically engage with the work of Pierre Bourdieu

Abstract: In recent years, some attempts have been made to ascertain if the work of the late Pierre Bourdieu has relevance for the work of social workers and others located in the social professions. It is important to support this exploration, but to expand it by also seeking to incorporate the overtly ‘political’ Bourdieu and to highlight some of the issues which preoccupied him. It is argued that his work, when viewed in a more rounded way, may contain a number of key ‘messages’ for social work in the early twenty-first century.

Pierre Bourdieu: education and training

Abstract: Pierre Bourdieu is now regarded as one of the foremost social philosophers of the twentieth century. Born in a small village in the French Pyrenees, his extraordinary academic trajectory took him to the leading academic training schools of Paris. Eventually, he was nominated as ‘Chair’ at the College de France; that most prestigious institution which groups together 52 of leading French academics, philosophers and scientists. Bourdieu’s output was voluminous. Beginning with ethnographies of the Bearn and Algeria, he went on to offer extensive studies of education, culture, art, and language. For much of this time, Bourdieu was regarded as a sociologist, and he had a major influence in this academic field. However, his was a very particular type of sociology. His own academic training was as a philosopher and it was only after personal experiences ‘in the field’ in Algeria and the Bearn, that he abandoned the traditional route of academic philosophy for sociology. This was in the 1950s, a time when sociology had not yet acquired its contemporary popularity. Certainly, his early works can be read as more anthropologically orientated, a perspective he never really lost over the next fifty years of his career. During the 1960s and 70s, Bourdieu seemed very much the private academic, sharing the Parisian intellectual world with other leading French writers such as Foucault, Derrida, Barthes, Lyotard, Althusser, and Lacan. Increasingly, however, he became a public figure rivalling the reputations of writers in his immediately proceeding generation – for example, Jean-Paul Sartre and Simone de Beauvoir. Later in life, his interventions into the public arena became more frequent. At this time, he also published further work on the media, painting, economics, literature and gender politics. In 1992, he published The Weight of the World, an extensive series of account of ‘social suffering’ across French society. This work projected Bourdieu into the media limelight and became a bestseller. I first met Bourdieu in 1983 – before he became BOURDIEU. During the subsequent two decades, I was lucky enough to meet with him on several occasions and work with him and his team in Paris. I have used his methodological approach in a range of academic studies: language and classroom discourse, Higher Education and participation, art and educational aesthetics. I have published widely on Bourdieu and these topics in books such as: Bourdieu and Education: Acts of Practical Theory (1998); Bourdieu: Language, Culture and Education (with Prof. Mike Kelly 1999); Pierre Bourdieu: Agent Provocateur (2004); and Art Rules (with Cheryl Hardy 2007). This latest book offers an account of Bourdieu’s work on education. It is divided into four main parts. Part I establishes an Intellectual Biography for Bourdieu. It describes his life events in detail in the context of the socio-historical climate of the times. The ways these impinged upon Bourdieu and shaped his thinking are highlighted. Reference is made to the French intellectual tradition, how it characterised itself, and the differences and similarities Bourdieu shared with it. The roots of a sociological tradition dating back to the eighteenth century are presented as a way of locating Bourdieu’s thinking within this developing discipline. Bourdieu’s work is set alongside that of the founding fathers of sociology – Marx, Weber, Durkheim – in order to show what Bourdieu shared with these and how he modified their principal concepts. Part 2 is a critical discussion of Bourdieu’s thinking on education. Part 2 begins by presenting Bourdieu’s theory of practice. His approach is characterised by a set of conceptual ‘thinking tools’: for example, habitus, field, capital, etc. These are defined and their relationship to each other explained. How they are employed in empirical studies is also discussed, as is how this theory of practice is also a practice of theory. Salient sociological issues are addressed. Part 2 is made up of eight sections, which offer a chronological account of Bourdieu’s major works on education. The first section begins with the educational aspects of his early work in the Bearn (his home region) and in Algeria. His analyses of university students and issues of studying are then addressed. The concerns of the ‘new’ sociologists of education are described in the context of their day. Bourdieu’s seminal text – Reproduction – is discussed in detail. This coverage shows what Bourdieu understood by ‘the School’ and ‘pedagogic authority and action’. The principal aim of Part 2 is to offer an accurate account of what Bourdieu wrote and how his ideas were shaped by the world of events and ideas which surrounded him. However, it also considers his theories in terms of their developmental nature and their continuing relevance today. This coverage is a critical enquiry into Bourdieu’s studies of education. In the 1980s, Bourdieu published two major studies on the French academic field and elite training schools. Details of his field analyses are offered and the final conclusions to be drawn from them discussed. A further issue of the applicability of these studies and their conclusions to contexts other than France is also addressed. Finally, Part 2 returns to issues of policy and practice; in particular, the role that Bourdieu played in public committees on educational reform, and his proposals for change. Part 3 focuses on the reception of Bourdieu’s work on education and its influence. A number of critical responses are considered. Critiques are discussed in terms of Bourdieu’s own theory of practice and the strength of the objections raised. Part 3 begins with the new sociology of education; what characterised it and how Bourdieu’s ideas fitted into this movement. Questions are raised about its evolution and about the issues that subsequently emerged. In many places, Bourdieu’s perspective is contrasted with the work of other writers; some radical, some neo-conservative. Finally, Part 3 addresses ‘social theory’ itself. Bourdieu’s own theories are compared with other theoretical developments in the social sciences and with the nature of ‘fin de siecle’ social theory. Part 4 has two principal aims. Firstly, to bring the critical reception of Bourdieu’s work up to date by considering ways in which it has been discussed in the twenty-first century. A range of authors’ critical responses and applications is quoted. One particular focus here is the structure of Higher Education, and how morphological changes in the field have shaped learning and teaching. Secondly, Part 4 aims to show ways in which Bourdieu’s theory of practice has the potential to be employed in a variety of areas in educational research: classroom learning, teacher education, Higher Education policy, etc. Some of these topics do not explicitly address the usual sociological concerns – race, gender, class – but deal with issues of teaching and learning. The theme of ‘language’ is used as a focus for this discussion. Part 4 also looks at the language of educational research and contrasts it with Bourdieu’s own. There are examples taken from classroom language to show how others writers’ analyses of educational discourse can be developed to provide further illumination using Bourdieu’s conceptual tools and empirical approach. Finally, Part 4 also addresses the nature of educational knowledge itself and the conduct of educational research. Reflexivity is a key concept here. Part 4 concludes with a consideration of how such reflexivity can be operationalised in practice and the status of the resultant knowledge. Reflexivity returns the book to issues of theory and practice in education. Bourdieu has taken his place in a line of major thinkers about education. The principal aim of this new book is to show why.

Digital Communication Networks and the Journalistic Field: The 2005 French Riots

Abstract: Coverage of the 2005 riots in France underlined the multimedia and transnational nature of contemporary news. The controversies that spun out of the coverage even as it was being produced extended larger debate about emerging journalism practices and products. This case study, centered on the meta-discourse of the riots and the relationships among the diverse media covering the riots, underlines the relevance of Pierre Bourdieu's influential field theory to studies of new media and suggests a critical update to Bourdieu's conception of the field. Bourdieu placed the norms and values of the participants of a field at the center of his analysis, but his theory, as it has been applied to journalism, rests on a stark division between journalists and their audiences. The news story of the French riots was very much a new-media product in that it was created by professionals and non-professionals. In Bourdieu's vocabulary, the amateurs at the middle of the riots and in nations around the world contributing news...

Transformations of Self-Regulation and New Public Regulations in the Field of Swiss Corporate Governance (1985-2002)

Abstract: Switzerland was for a very long time characterised by a strong tradition of self-regulation by private actors in the economic sphere rather than by an extensive and detailed legal framework. This is particularly true in the field of corporate governance and more precisely visible in the Stock Corporation Law, the supervision of the stock exchanges and accounting rules. Due to very lax legal rules, mechanisms of \"private governance\" complemented the minimal legal framework in these three fields. Over the last twenty or so years, these mechanisms of self-regulation have nonetheless undergone profound change. In fact, private self-regulation has been incrementally formalised and replaced by more specific public regulations in five important fields: the transferability of shares, proxy-voting by banks, takeover bids, supervision of the stock exchanges and accounting rules. Due to changes in the international context, to the shifting preferences of important economic actors, and to the emergence of new actors (institutional investors and accountants), the legal framework of Swiss corporate governance has been reformed in a significant way.