Agency as the Acquisition of Capital: the role of one-on-one tutoring and mentoring in changing a refugee student's educational trajectory

Current research into the experiences of refugee students in mainstream secondary schools in Australia indicates that for these students, schools are places of social and academic isolation and failure. This article introduces one such student, Lian, who came to Australia as a refugee from Burma, and whom the author tutored and mentored intensively during his final year of schooling. The article provides an empirically derived understanding of how one-on-one tutoring and mentoring became a platform through which this student was able to succeed in a structure which systematically tried to exclude him. Here, agency is conceptualised in terms of Bourdieu's concept of capital. The analysis highlights the ways in which one-on-one tutoring and mentoring provided the necessary platform by which this refugee student was able to acquire the necessary capital that effected a positive change in his educational trajectory

Bourdieu and the dead end of reflexivity: on the impossible task of locating the subject

This article examines recent attempts by IR scholars to flesh out a reflexive approach inspired by the work of Pierre Bourdieu. The French sociologist pioneered the idea of turning the tools of sociology onto oneself in order to apply the same grid of social analysis to the object and subject of scholarship. This represents the culmination of a long tradition of seeking to understand from where one speaks and grasp our subjective biases through reflexive means. But as I argue Bourdieu – like most reflexive scholars – largely overestimated his ability to grasp his own subject position. For he assumed he could be objective about the very thing he had the least reasons to be objective about: himself. Instead of bending over backwards in this way and directly take the subject into account, I then propose to rearticulate the problematic of reflexivity by going back to a more classic concern with the question of alienation. Through a detailed critique of Bourdieu's reflexive approach and the ways in which it was received in IR, I set out a series of principles to reconfigure the agenda of reflexivity and offer a platform for a proper methodological alternative to positivism

Technology and restructuring the social field of dairy farming : hybrid capitals, ‘stockmanship’ and automatic milking systems

This paper draws on research exploring robotic and information technologies in livestock agriculture. Using Automatic Milking Systems (AMS) as an example we use the work of Bourdieu to illustrate how technology can be seen as restructuring the practices of dairy farming, the nature of what it is to be a dairy farmer, and the wider field of dairy farming. Approaching technology in this way and by drawing particularly upon the ‘thinking tools’ (Grenfell, 2008) of Pierre Bourdieu, namely field, capital and habitus, the paper critically examines the relevance of Bourdieu’s thought to the study of technology. In the heterogeneous agricultural context of dairy farming, we expand on Bourdieu’s types of capital to define what we have called ‘hybrid’ capital involving human-cow-technology collectives. The concept of hybrid capital expresses how the use of a new technology can shift power relations within the dairy field, affecting human-animal relations and changing the habitus of the stock person. Hybrid capital is produced through a co-investment of stock keepers, cows and technologies, and can become economically and culturally valuable within a rapidly restructuring dairying field when invested in making dairy farming more efficient and changing farmers’ social status and work-life balance. The paper shows how AMS and this emergent hybrid capital is associated with new but contested definitions of what counts as ‘good’ dairy farming practice, and with the emergence of new modes of dairy farmer habitus, within a wider dairy farming field whose contours are being redrawn through the implementation of new robotic and information technologies

The learning migration nexus: towards a conceptual understanding

Learning and identity formation are inescapable facets of the upheavals accompanying migration; movement across social space inevitably involves reflection, questioning and the need to learn new ways of being and new identities. Although migration is characterised by complexity and diversity, this paper suggests that we can identify key learning perspectives which illuminate the nexus between learning and migration. It argues for an approach which grounds learning in an understanding of socio-cultural space, and highlights the significance of policy discourses surrounding migration and integration. Within the conceptual framework suggested, the nature of learning is seen as multifaceted, and as having the potential to have both positive and negative outcomes for migrants

Prophets and Priests of the Nation: Naguib Mahfouz’s Karnak Café and the 1967 Crisis in Egypt

Similarities between religion and nationalism are well known but not well understood. They can be explained by drawing on Pierre Bourdieu's sociological theory in order to consider symbolic interests and the strategies employed to advance them. In both religion and nationalism, the “strategy of the prophets” relies on charisma while the “strategy of the priests” relies on cultural capital. In 20th-century Egypt, nationalism permitted intellectuals whose cultural capital was mainly secular, such as Naguib Mahfouz, to become “priests of the nation” in order to compete with the ʿulamaʾ for prestige and influence. However, it severely limited their autonomy, particularly after Nasser took power and became a successful nationalist prophet. Mahfouz's novel Al-Karnak, which explores the fate of the Nasser regime's political prisoners and the effects of Egypt's 1967 military defeat, reflects this limitation. Under a nationalist regime, the film adaptation of the novel contributed to Mahfouz's heteronomy

Celebrity advocacy and public engagement: the divergent uses of celebrity

This article sounds a cautionary note about the instrumental use of celebrity advocacy to (re)engage audiences in public life. It begins by setting out the steps necessary to achieve public recognition of a social problem requiring a response. It then presents empirical evidence which suggests that those most interested in celebrity, while also paying attention to the main stories of the day, are also least likely to participate in any form of politics. However, this does not rule out the possibility of forging a link between celebrity and public engagement, raising questions about what would potentially sustain such an articulation. After discussing the broader cultural context of celebrity advocacy in which perceived authenticity functions valorised form of symbolic capital, the article outlines a phenomenological approach to understanding the uses audiences make of celebrity advocacy, using the example of a Ewan McGregor UNICEF appeal for illustration. It concludes that while media encounters with celebrities can underpin a viewer’s sense of self, this is as likely to lead to the rationalisation of inaction as a positive response to a charity appeal

The uses and functions of ageing celebrity war reporters

This article starts from the premise that recognition of professional authority and celebrity status depends on the embodiment and performance of field-specific dispositional practices: there’s no such thing as a natural, though we often talk about journalistic instinct as something someone simply has or doesn’t have. Next, we have little control over how we are perceived by peers and publics, and what we think are active positioning or subjectifying practices are in fact, after Bourdieu, revelations of already-determined delegation. The upshot is that two journalists can arrive at diametrically opposed judgements on the basis of observation of the same actions of a colleague, and as individuals we are blithely hypocritical in forming (or reciting) evaluations of the professional identity of celebrities. Nowhere is this starker than in the discourse of age-appropriate behaviour, which this paper addresses using the examples of ‘star’ war reporters John Simpson, Kate Adie and Martin Bell. A certain rough-around-the-edges irreverence is central to dispositional authenticity amongst war correspondents, and for ageing hacks this incorporates gendered attitudes to sex and alcohol as well as indifference to protocol. And yet perceived age-inappropriate sexual behaviour is also used to undermine professional integrity, and the paper ends by outlining the phenomenological context that makes possible this effortless switching between amoral and moralising recognition by peers and audiences alike

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’

Omnivorousness in sport: The importance of social capital and networks

There has been for some time a significant and growing body of research around the relationship between sport and social capital. Similarly, within sociology there has been a corpus of work that has acknowledged the emergence of the omnivore–univore relationship. Surprisingly, relatively few studies examining sport and social capital have taken the omnivore–univore framework as a basis for understanding the relationship between sport and social capital. This gap in the sociology of sport literature and knowledge is rectified by this study that takes not Putnam, Coleman or Bourdieu, but Lin’s social network approach to social capital. The implications of this article are that researchers investigating sport and social capital need to understand more about how social networks and places for sport work to create social capital and, in particular, influence participating in sporting activities. The results indicate that social networks both facilitate and constrain sports participation; whilst family and friendship networks are central in active lifestyles, those who are less active have limited networks