The Divisive Power of Humour: Comedy, Taste and Symbolic Boundaries

Using British and Dutch interview data, this article demonstrates how people from different social classes draw strong symbolic boundaries on the basis of comedy taste. Eschewing the omnivorousness described in recent studies of cultural consumption, comedy audiences make negative aesthetic and moral judgements on the basis of comedy taste, and often make harsh judgements without the disclaimers, apologies and ambivalence so typical of ‘taste talk’ in contemporary culture. The article demonstrates how, in particular, Dutch and British middle class audiences use their comedy taste to communicate distinction and cultural superiority. We discuss several reasons why such processes of social distancing exist in comedy taste and not other cultural areas: the traditionally low status of comedy; the strong relation between humour and personhood; the continuity between comedy tastes and humour styles in everyday life; as well as the specific position of comedy in the British and Dutch cultural fields

Developing mathematical thinking in the primary classroom: liberating students and teachers as learners of mathematics

This paper reports on a research study conducted with a group of practising primary school teachers (n = 24) in North East Scotland during 2011–2012. The teachers were all participants in a newly developed Masters course that had been designed with the aim of promoting the development of mathematical thinking in the primary classroom as part of project supported by the Scottish Government. The paper presents the background for this initiative within the context of the Scottish Curriculum for Excellence reform. Particular attention is given to the epistemological positioning of the researchers as this influenced both the curriculum design process and also the theoretical framing of the research study which are both described. The project was set up within a design research framework, which aimed to promote classroom-based action research on the part of participants through the course and also research by the university researchers into the process of curriculum development. The research questions focused on the teachers’ confidence, competence, attitudes and beliefs in relation to mathematics and their expectations and experiences of the impact on pupil learning arising from this course. Empirical data were drawn from pre- and post-course surveys, interviews and observations of the discussion forums in the online environment. Findings from this study highlight the way the course had a transformational and emancipatory impact on these teachers. They also highlight ways in which the ‘framing’ of particular aspects of the curriculum had an oppressive impact on learners in the ways that suppressed creativity and limited the exercise of learner autonomy. Furthermore, they highlight the ways in which a number of these teachers had experienced mathematics as a school subject in very negative ways, involving high levels of ‘symbolic violence’ and of being ‘labelled’

Displaying desire and distinction in housing

The article discusses the significance of cultural capital for the understanding of the field of housing in contemporary Britain. It explores the relationship between housing and the position of individuals in social space mapped out by means of a multiple correspondence analysis. It considers the material aspects of housing and the changing contexts that are linked to the creation and display of desire for social position and distinction expressed in talk about home decoration as personal expression and individuals' ideas of a `dream house'. It is based on an empirical investigation of taste and lifestyle using nationally representative survey data and qualitative interviews. The article shows both that personal resources and the imagination of home are linked to levels of cultural capital, and that rich methods of investigation are required to grasp the significance of these normally invisible assets to broaden the academic understanding of the field of housing in contemporary culture

Reproduction and transformation of inequalities in schooling: The transformative potential of the theoretical constructs of Bourdieu

This article is concerned with the theoretical constructs of Bourdieu and their contribution to understanding the reproduction of social and cultural inequalities in schooling. While Bourdieu has been criticised for his reproductive emphasis, this article proposes that there is transformative potential in his theoretical constructs and that these suggest possibilities for schools and teachers to improve the educational outcomes of marginalised students. The article draws together three areas of contribution to this theme of transformation; beginning by characterising habitus as constituted by reproductive and transformative traits and considering the possibilities for the restructuring of students’ habitus. This is followed by a discussion of cultural capital and the way that teachers can draw upon a variety of cultural capitals to act as agents of transformation rather than reproduction. The article concludes by considering the necessity of a transformation of the field to improve the educational outcomes of marginalised students

‘20 tins of Stella for a fiver’: The making of class through Labour and Coalition government alcohol policy

Alcohol use in the UK has been a key concern to both the Labour and Coalition governments, and commands considerable attention in the media and academic discussions. This article analyses how recent government policy discussions have defined particular forms of drinking as problematic, and how these definitions and associated policy initiatives can be seen as part of a wider symbolic economy through which people come to be valued differently, incorporating ideas of economic, cultural and social capital. Therefore, I argue that government policies and discussions of drinking are a key way in which class is constituted in contemporary Britain

Symptomatic Social Science: Reflexivity, Recognition and Redistribution in the GBCS

The article examines methodological and theoretical issues related to the GBCS. It acknowledges its importance for the public profile of sociology, whilst arguing that it needs to develop a better sense of what it stands for not only in terms of understanding societal changes, but contributing to human betterment. To achieve this it discusses the role of reflexivity in the GBCS with reference to position and disposition and accounts of its process. It then moves on to examine its normative basis in terms of an ‘existential analytics’ and suggests a series of ways in which it might advance its insights as the work develops

Social trajectories or disrupted identities? : Changing and competing models of teacher professionalism under New Labour

Since the 1988 Education Reform Act, the teacher’s role in England has changed in many ways, a process which intensified under New Labour after 1997. Conceptions of teacher professionalism have become more structured and formalized, often heavily influenced by government policy objectives. Career paths have become more diverse and specialised. In this article, three post-1997 professional roles are given consideration as examples of these new specialised career paths: Higher Level Teaching Assistants, Teach First trainees and Advanced Skills Teachers. The article goes on to examine such developments within teaching, using Bourdieu’s concept of habitus to inform the analysis, as well as Bernstein’s theories of knowledge and identity. The article concludes that there has been considerable specialization and subsequent fragmentation of roles within the teaching profession, as part of workforce remodelling initiatives. However, there is still further scope for developing a greater sense of professional cohesion through social activism initiatives, such as the children's agenda. This may produce more stable professional identities in the future as the role of teachers within the wider children’s workforce is clarified

Kant's philosophy of the aesthetic and the philosophy of praxis

This is the author's accepted manuscript. The final published article is available from the link below. Copyright @ 2012 Association for Economic and Social Analysis.This essay seeks to reconstruct the terms for a more productive engagement with Kant than is typical within contemporary academic cultural Marxism, which sees him as the cornerstone of a bourgeois model of the aesthetic. The essay argues that, in the Critique of Judgment, the aesthetic stands in as a substitute for the missing realm of human praxis. This argument is developed in relation to Kant's concept of reflective judgment that is in turn related to a methodological shift toward inductive and analogical procedures that help Kant overcome the dualisms of the first two Critiques. This reassessment of Kant's aesthetic is further clarified by comparing it with and offering a critique of Terry Eagleton's assessment of the Kantian aesthetic as synonymous with ideology

Windsurfing : an extreme form of material and embodied interaction?

This paper makes reference to the development of water based board sports in the world of adventure or action games. With a specific focus on windsurfing, we use Parlebas (1999) and Warnier's (2001) theoretical interests in the praxaeology of physical learning as well as Mauss' (1935) work on techniques of the body. We also consider the implications of Csikzentimihalyi's notion of flow (1975). We argue that windsurfing equipment should not merely be seen as protection but rather as status objects through which extreme lifestyles are embodied and embodying