The French social theorist Pirre Bourdieu is now recognised as a leading intellectual of the late twentieth century, and one whose ides are very much relevant for the twenty-first. This comprehensive account of Bourdieu's life and work locates both in their social and political context, thereby tracing the origins of his ideas and theories. It explains and explores just what Bourdieu argued and why. It also illustarets the social, political and philosophical strands that run through his work. Michael Grenfell's broad (...) scope takes in Bourdieu's response to the Algerian Crisis, his ideas for reform of state education and his views on aesthetics and the mass media. Detailed attention is also paid to Bourdieu's overtly political stance, including his critique of capitalism and his opposition to Western military action in Iraq, Yugoslavia and Afghanistan. This book offers a reading of Bourdieu's work as a coherent and valuable response to those key social and political issues, events and trends that combined to shape comtemporary society. The implications and consequences of his work are laid out and assessed, along with suggestions for where his ideas might be taken from here. This is the clearest and most thorough account of Bourdieu's work available; as such, it will be invaluable to students, researchers and teachers of contemporary theory. (shrink)

A leading authority on Continental philosophy examines the concept of critical resistance within recent poststructuralist social thought.

This article is about changes in dominant modes of social conduct, particularly involving relationships between the sexes. Changes in behavioural codes and ideals were noted in the course of a comparative analysis of etiquette books published in the Netherlands from 1930 to 1985. There was a gap of approximately thirteen years during which, with one exception, no books on this subject were published. There was, however, an upsurge of books on liberation and self-realization, coupled with a relative loosening of behavioural (...) codes and ideals. Since the start of the 1980s, there appears to have been a tightening of these codes and ideals, both as regards relationships between men and women and in general. These changes are presented as developments in the sense of informalization and formalization, aspects of civilizing processes. The article commences with a short elaboration upon the concepts of informalization and formalization, goes on to present the results of the comparative analysis of the etiquette books, and concludes that nowadays a formalization of preceding informalization is taking place, a stage in the long-term process of informalization. (shrink)

We aim to show how collective emotions can be incorporated into the study of episodes of political contention. In a critical vein, we systematically explore the weaknesses in extant models of collective action, showing what has been lost through a neglect or faulty conceptualization of collective emotional configurations. We structure this discussion in terms of a review of several “pernicious postulates” in the literature, assumptions that have been held, we argue, by classical social-movement theorists and by social-structural and cultural critics (...) alike. In a reconstructive vein, however, we also lay out the foundations of a more satisfactory theoretical framework. We take each succeeding critique of a pernicious postulate as the occasion for more positive theory-building. Drawing upon the work of the classical American pragmatists–especially Peirce, Dewey, and Mead–as well as aspects of Bourdieu's sociology, we construct, step by step, the foundations of a more adequate theorization of social movements and collective action. Accordingly, the negative and positive threads of our discussion are woven closely together: the dismantling of pernicious postulates and the development of a more useful analytical strategy. (shrink)

In this article, we critique two theoretical positions that analyze the place of emotions in education: the psychological strand and the cultural feminist strand. First of all, it is shown how a social control of emotions in education is reflected in the combination of psychological and cultural feminist discourses that function to govern one’s self effectively and efficiently. These discourses perpetuate an assumed divide between the rational and the emotional, and reinforce the existing power hierarchies and the status quo of (...) stereotypes about the role of emotion in education. Then we use the Foucauldian notions of parrhesia and care of the self to suggest alternative ways of thinking about emotions in education. Instead of campaigning for one side or the other of the rational/emotional divide, we suggest that it may be more interesting and fruitful to examine the particular ways discourses of emotion in education construct their own brand of parrhesia. (shrink)

There is a resurgence of matters emotional in education. The concept of 'emotional intelligence' is an example. The effective school seems set to become the affective school. Alongside the discourse of instrumental rationality, which is associated with the effective schools movement, is emerging one which speaks of the emotions and creativity. Some possible explanations of this emerging affective tendency are considered. The argument is that a greater emphasis on both the emotions and on creativity can be regarded as functional for (...) the economy. That is, it facilitates production, in both the high-tech and in the high-touch modes of economic activity. And it 'produces' consumers (in that pupils are would-be consumers) who are emotionally aware and creative in their quests to construct an identity. In sum, the expressive seems set to be managed for instrumental purposes. (shrink)

Synthesizing forty years' work by France's leading sociologist, this book exemplifies Bourdieu's unique ability to link sociological theory, historical information, and philosophical thought. It makes explicit the presuppositions of a state of 'scholasticism', a certain leisure liberated from the urgencies of the world. Philosophers have brought these presuppositions into the order of discourse, more to legitimate than analyze them, and this is the primary systematic, epistemological, ethical, and aesthetic error that Bourdieu subjects to methodological critique. Pascalian because he, too, was (...) concerned with symbolic power, he refused the temptation of foundationalist thinking, attended to 'ordinary people', and was determined to seek the reason for seemingly illogical behavior rather than simply condemning it. Bourdieu charts a negative philosophy, whose intellectual debt to such other 'heretical' philosophers as Wittgenstein, Austin, Dewey, and Peirce, renews traditional questioning of concepts of violence, power, time, history, the universal, and the purpose and direction of existence. (shrink)

Bourdieu and Education details the practical applications of Bourdieu's theories in a series of specific pedagogic research studies, showing how his ideas can be put into practice. Language, gender, career decision-making and the experience of higher education students are all covered. Questions are also raised concerning research methodology. The authors also examine Bourdieu's interest in the position of the researcher within the research process. Bourdieu's influence is traced in aspects of both theory and practice. Finally, principles, approaches, methods and techniques (...) that may be derived from Bourdieu are suggested, and assessed, for practical use in research. (shrink)

This article argues that the failure of certain theories of reflexive identity transformation to consider more fully issues connected to gender identity leads to an overemphasis on the expressive possibilities thrown up by processes of detraditionalization. By ignoring certain deeply embedded aspects, some theories of reflexive change reproduce the `disembodied and disembedded' subject of masculinist thought. The issues of disembodiment and disembeddedness are explored through a study of the work of Pierre Bourdieu on `habitus' and the `field'. The idea of (...) habitus yields a more dynamic theory of embodiment central to a feminist understanding of gender identity as a durable but not immutable norm. The idea of the `field' provides a more differentiated analysis of the social context in which the reflexive transformation of gender identity unfolds. This in turn offers a way of thinking of possible transformations within gender identity as uneven and non-synchronous phenomena. (shrink)