Field (Bourdieu)

About: Field (Bourdieu) is a research topic. Over the lifetime, 11421 publications have been published within this topic receiving 180769 citations.

Suffering/symbolic violence

Abstract: We can say that Pierre Bourdieu was preoccupied with how societies work throughout his career. The concepts he developed, such as habitus, field and cultural capital, have had tremendous heuristic and ontological value for those who study society. While I do address how societies function in this chapter, the emphasis here is on what Bourdieu implicitly tells us about why we should bother studying society at all. According to Bourdieu, contemporary social hierarchies and social inequality, as well as the suffering that they cause, are produced and maintained less by physical force than by forms of symbolic domination. He refers to the results of such domination as symbolic violence. Although explicit reference to such violence is not present in all of Bourdieu’s publications, I follow Loic Wacquant (Bourdieu & Wacquant 1992a: 15; Bourdieu 2005b: 133) in arguing that the concept informs his entire body of work. In fact, the notion of symbolic violence follows on, and is a consequence of, his understanding of language. He sees language as “an instrument of power and action” as much as communication (see Eagleton, in Bourdieu and Eagleton 1992e: 111). Language itself is a form of domination. I argue that while symbolic domination may be seen to have played aELE VENpart in all social formations, it is becoming more and more significant in contemporary, advanced capitalist societies.

Bourdieu’s political sociology and the politics of European integration

Abstract: The purpose of this article is to explore what Bourdieu’s political sociology could bring to the study of European integration. I first present, very briefly, some of the traditional approaches in European integration studies. Then I move to my interpretation of Bourdieu’s structural constructivist theory of politics through a discussion of political capital and political field, drawing parallels between these concepts and some of Max Weber’s ideas. In the third part, while discussing the works of some scholars inspired by Bourdieu’s theory, I present some structural constructivist studies of European integration. Structural constructivism provides theoretical tools for a critical analysis of European integration.

Entrepreneurship as an integrating mechanism for disadvantaged persons

Abstract: This paper theorises about a specific facet of social entrepreneurship, namely, the integration of disadvantaged persons into the field of entrepreneurship. Drawing from Bourdieu's theory of practice, the authors conceive of this integration as a power-laden process that reflects normative expectations imposed by field incumbents on entrants to the field that require them to both comply with and challenge existing field arrangements. Propositions outline the desirability and ability of disadvantaged persons to meet these expectations.

Out-of-Field Teaching and Educational Equality

Abstract: The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, are the best judge of our success in communicating information effectively. If you have any comments or suggestions about this or any other NCES product or report, we would like to hear from you. List of Tables Table 1 Percentage of public secondary school students enrolled in classes taught by teachers without at least a minor in the field, by field and selected Table 2 Percentage of public secondary school students enrolled in classes taught by teachers without at least a minor in the field, by field and selected Percentage of public secondary school students enrolled in classes taught by teachers without at least a minor in the field, by field and by state: Table A.1 Standard errors for table 1: Percentage of public secondary school students enrolled in classes taught by teachers without at least a minor in the field, Table A.2 Standard errors for table 2: Percentage of public secondary school students enrolled in classes taught by teachers without at least a minor in the field, Table A.3 Standard errors for table 3: Percentage of public secondary school students enrolled in classes taught by teachers without at least a minor in the field, by field and by state: Figure 1 Percentage of public secondary school students enrolled in classes taught by teachers without at least a minor in the field, by field: 1990-91. .. . 17 Figure 2 Percentage of public secondary school students enrolled in classes taught by teachers without at least a minor in the field, by field and poverty Figure 3 Percentage of public secondary school students enrolled in classes taught by teachers without at least a minor in the field, by field and achievement Figure 4 Percentage of public …