Introduction: On Doing Field Analysis

Albright, James; Hartman, Deborah

doi:10.1007/978-981-10-5385-6_1

Cited by 7 publications

(12 citation statements)

References 7 publications

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“…The social milieu is conceptualized as a field, which can be defined as a sub-space 'in which individuals occupy positions in relation to one another in a struggle over the production, control and consumption of forms of capital specific to that sub-space' (Rey 2014, p. 154). Therefore, to analyze the field, we need to inspect the power relations between the different actors (Albright and Hartman 2018). Every field has legitimized capitals and the agents who possess them have a dominant status, in contrast to the individuals who lack capital and occupy subordinate positions (Albright and Hartman 2018).…”

Section: Theoretical Framework and Methodologymentioning

confidence: 99%

“…Therefore, to analyze the field, we need to inspect the power relations between the different actors (Albright and Hartman 2018). Every field has legitimized capitals and the agents who possess them have a dominant status, in contrast to the individuals who lack capital and occupy subordinate positions (Albright and Hartman 2018). However, there are different forms of capital, such as social, economic, and cultural, and they are interchangeable (Burke 2015).…”

Section: Theoretical Framework and Methodologymentioning

confidence: 99%

“…To move from being subordinate to dominant, agents need to gain capitals that can enable them to gain legitimation in agreement with the field rules. However, the legitimized forms of capital are not easy to acquire for new agents who have recently entered the field (Albright and Hartman 2018). As a result, there is a 'symbolic struggle' for individuals to exert influence in the field where they are situated (Stahl 2015).…”

Section: Theoretical Framework and Methodologymentioning

confidence: 99%

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Teaching Islam in an International School: A Bourdieusian Analysis

Gamal

2020

Religions

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Recent years have witnessed the burgeoning growth of international schools in Qatar, where Islamic Studies is a statutory subject for all schools. This paper aims to investigate how Islamic Studies teachers navigate an internationalized setting where there is dissonance between local and global educational priorities. International schools aim to forge global citizens who perceive their identity in terms of global rather than religious belonging. To examine how Islamic Studies teachers view their work in such a setting, a qualitative study was conducted in an international school based in Qatar. The study employs Bourdieu’s concepts of religious capital and field to explore how the Islamic teachers’ pedagogical skills and knowledge are valued in a non-Islamic teaching setting. The study concludes that the international schooling field allowed Islamic Studies teachers to transform their religiosity into social capital, but they failed to convert their Islamic knowledge into cultural capital. However, Islamic Studies teachers positively view their work in internationalized milieu. They think that the international schooling field can help them to accumulate different forms of capital that are prized in Qatar.

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Section: Theoretical Framework and Methodologymentioning

confidence: 99%

Section: Theoretical Framework and Methodologymentioning

confidence: 99%

Section: Theoretical Framework and Methodologymentioning

confidence: 99%

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Teaching Islam in an International School: A Bourdieusian Analysis

Gamal

2020

Religions

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“…La estructura de cada campo social depende del estado de las relaciones de fuerza entre sus diversos agentes o instituciones, es decir, de la lucha por una posición hegemónica en el campo determinado y por la definición del capital simbólico específico para ese espacio. Cada campo impone así una visión y una división del mundo a aquellos que se involucran y aceptan tácitamente los presupuestos o reglas del juego de dicho espacio social (Albright & Hartman, 2018). En el caso del campo cultural, las relaciones entre sus diferentes agentes o productores culturales dependen de la posición que ocupan "en la jerarquía que se establece bajo la relación de la legitimidad cultural en el interior del campo de las relaciones de producción y difusión de los bienes simbólicos" (Bourdieu, 2013, p. 135).…”

Section: Campo Cultural Y Licencias Creative Commonsunclassified

Tecnologías digitales, creative commons y nuevos modos de producción cultural en Chile

2021

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Este artículo presenta los resultados de un estudio cualitativo sobre los usos de un tipo particular de tecnologías digitales, por parte de los y las productoras culturales de netlabels y editoriales independientes en Chile: las licencias creative commons. El análisis de la información recopilada a partir de 20 entrevistas, nos permite plantear que el uso de estas tecnologías está asociado a la emergencia de una nueva escena en el campo cultural (Bourdieu), caracterizada por la conformación de complejas ecologías socio-materiales (Sassen) que alteran los modos de producción cultural tradicionales, y que se plantean al mismo tiempo como prácticas alternativas a la mercantilización de la cultura. Por último, a partir del análisis de los modos de organización productiva de estos nuevos agentes culturales, se destaca la potencia política de la invención colectiva y la creatividad común.

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“…While participants process capitals that can or cannot be operationalised within the field, capitals are not always operationalised with equal ease. There is, therefore, a need for skill in order to play the game successfully and secure one's own value (Albright & Hartman, 2018;Nash, 2018).…”

Section: Contextually Situating the Papermentioning

confidence: 99%

Putting Bourdieu’s Concepts of Habitus and Field to Work: Exploring Blended Learning

Leung¹,

Tse²,

Jones³

2020

JEHD

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The aim of this paper is to examine blended learning as an integral component of a learning culture. By drawing on two concepts-habitus and field -we consider the cultural learning experiences of postgraduate students within the context of a Hong Kong University. It is an examination that allows for an appreciation of both an individual as well as a collective experience of blended learning and in so doing it demonstrates how power is (always) an issue within learning cultures. The paper goes on to argue that if blended learning is to achieve its goal in terms of enhancing learning there is a need to have a better understanding of learning itself where questions are asked concerning the learner, the locations where learning occurs and processes of learning

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Introduction: On Doing Field Analysis

Cited by 7 publications

References 7 publications

Teaching Islam in an International School: A Bourdieusian Analysis

Teaching Islam in an International School: A Bourdieusian Analysis

Tecnologías digitales, creative commons y nuevos modos de producción cultural en Chile

Putting Bourdieu’s Concepts of Habitus and Field to Work: Exploring Blended Learning

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