Bourdieu and Social Movements: Considering Identity Movements in Terms of Field, Capital and Habitus

Husu, Hanna-Mari

doi:10.1080/14742837.2012.704174

Cited by 53 publications

(26 citation statements)

References 46 publications

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“…It enables an understanding of how various groups within a movement relate -for instance, the divisions between the so-called 'radical' and moderate groups (Ibrahim, 2013). Field theory also enables us to recognise the importance of symbolic contestation and recognition for social movements (Husu, 2012). Each field has its own definitions of what is at stake within the field -field illusio -and these definitions matter.…”

Section: Applying Field Theory To Social Movementsmentioning

confidence: 98%

“…In recent years, there has been an upsurge of interest in integrating the work of Pierre Bourdieu and more generally field theory into social movement studies (Fligstein & McAdam, 2012;Husu, 2012;Ibrahim, 2013;Mayrl, 2013). Field theory views social life as taking place within well-defined fields of practice, each with its own form of field capital which participants in the field struggle over.…”

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confidence: 98%

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Bringing the Outside In: Field Interaction and Transformation from Below in Political Struggles

Landy

2014

Social Movement Studies

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This article applies field theory in order to build an understanding of aspects of social movements practice. It argues that the way social movements are positioned within their various fields of practice and the way these fields inter-relate with each other can help explain how movements arrive at their strategies and ideologies. The relationship between the fields within which social movements operate also provides a means to explain how movement participants can become agents for change.The article discusses the case of British Jewish Israel-critical groups, an example of a movement suspended between several different fields of practice -both local and distant. The internal movement debate around boycotting Israel illustrates how movement activities are channelled by the local fields within which they contend. Their relationship with the distant Palestinian field demonstrates the importance of the influence of external fields in forming social movement ideology. This model views social movement actors -especially those within distant issue movements -as translators between various fields of practice. This provides a mechanism to explain how challengers within a field can overcome the limitations of internal field habitus and become agents for field transformation.

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Section: Applying Field Theory To Social Movementsmentioning

confidence: 98%

mentioning

confidence: 98%

Bringing the Outside In: Field Interaction and Transformation from Below in Political Struggles

Landy

2014

Social Movement Studies

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“…Economic capital means money and ownership. Cultural capital, which many highlight as central to politics (Bourdieu 1986a;Husu 2013;Mihai 2016;Swartz 2013: 9), refers to individuals' cultural resources that can be incorporated (for example: taste; and abstract understanding and thinking), objectified (cultural goods owned by an individual) and institutionalised (such as educational qualifications) (Bourdieu 1986b). Social capital -the important networks that individuals have and of which they can take advantage in order to gain other capital − is central to political participation and social movements (Diani 1997;Morales and Giugni 2011).…”

Section: Concept Of Capitalmentioning

confidence: 99%

Becoming Politically Active: Life Courses and the Formation of Capitals among Young People of Migrant Origin in Finland

Pirkkalainen

Husu

2020

Nordic Journal of Migration Research

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This article focuses on the life courses of young people of migrant origin who are active in civic and political fields in Finland. The aim is to analyse, from the micro-level life course perspective, the issues in their lives that have helped them to become active. The article draws on empirical data collected using participatory methods. Four young people of migrant origin participated in the research process and contributed to the data analysis. The theoretical framework consists of Bourdieusian concepts of political habitus and emotional, cultural and social capital. The article shows that participants gained strong emotional capital during their childhood, which laid the groundwork for the formation of their cultural capital-referring here to an ability to navigate between diverse cultures. This, in turn, helped them to network widely across ethnic and linguistic lines, not only in Finland but also transnationally. Different capitals have been significant in the formation of the young people's political habitus, which is transnational in nature. Although they belong to a minority in Finnish society and face discrimination, they have made good use of the opportunities in Finland to become active in civic and political fields.

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“…Cultural capital includes knowledge, skills, lifestyle, qualifications, etc. There are three forms of cultural capital: physical (taste and lifestyle, for example),objectified (cultural goods own by an agent) and institutionalized(for instance, educational qualifications) (Husu, 2012). Social capital depends on the size and number of social networks in the field, and network members can benefit from network links.…”

Section: Relationshipmentioning

confidence: 99%

From Offline to Online: A Study on the Practice of Learners' Self-Regulated Learning Based on Bourdieu's Theory

2019

EJBM

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At present, the migration of learners from offline classroom to online learning space faces the problem of high dropout rate. Previous research suggested that self-regulated learning practice is a key factor affecting the effectiveness of online learning, but the research on the driving causes of self-regulated learning is still in the exploration stage. In the study, the impact on self-regulated learning practice is investigated. Based on the practice theory of Bourdieu, a large number of interviews was conducted by the grounded theory methodology. The results indicated that the impact on learners' self-regulated learning practice was accomplished by four aspects, i.e., online field structured, capitals reproduced, new habitus generated and practice of self-regulated learning. The managerial implications from our study are discussed finally. IntroductionThe development of the internet has prompted online courses to be popular and many people have migrated to online to learn. Online learning is conducted in an open virtual cyberspace, including teacher customized teaching, anonymous interaction between teachers and students, and online innovative course assessment and so on. Unlike traditional learning where students learn synchronously, students who study online have more opportunities and access to obtain additional resources (Artino&Jones,2012;Schrum,2000). As one of the representative products of technical practice in education, MOOC has accelerated the pace of individualized independent learning development with advanced digital means and diverse digital resources. However, the dropout rate in MOOC is very high. Statistics show that only about 8.56% of MOOC learners have completed the course study (Lin Jiang et al.,2013). Success in an online learning environment depends on a students' ability to engage in the learning process actively and autonomously (Wang,Shannon&Ross,2013). Wu proposed that the failure of the online class is that the accessibility of knowledge is higher than the learners' adaptability. With the evolution of Web2.0 and Web3.0 technologies, the learning behavior of a new generation of learners presents differently, and it is a need to summarize the characteristics of such learning activities and understand what factors driving learners to engage. Knowles(1975) defined self-regulated learning as a series of learning processes in which learners voluntarily clarify their own learning needs to develop learning objectives, find learning resources, practice learning strategies, and evaluate learning outcomes. Previous research has demonstrated that online selfregulated learning has a positive impact on learning outcomes (Bernacki et al.,2011).Hood et al.(2015reported that self-regulated learning plays in supporting role in online learning. The further research verified that knowledge context and current role can influence the formation of learners' self-regulated learning characteristics (Hood et al.,2015). Broadbent et al. (2015)have fond that time management, metacognition, effort regulation, ...

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Bourdieu and Social Movements: Considering Identity Movements in Terms of Field, Capital and Habitus

Cited by 53 publications

References 46 publications

Bringing the Outside In: Field Interaction and Transformation from Below in Political Struggles

Bringing the Outside In: Field Interaction and Transformation from Below in Political Struggles

Becoming Politically Active: Life Courses and the Formation of Capitals among Young People of Migrant Origin in Finland

From Offline to Online: A Study on the Practice of Learners' Self-Regulated Learning Based on Bourdieu's Theory

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