This book is the first of three volumes of HabitusAnalysis that take the sociology of Pierre Bourdieu as a starting point to develop a methodical approach to the habitus of social actors. However, the concept of habitus and Bourdieu’s approach to language are somewhat disputed while his relationist epistemology is seldom paid tribute to. The present volume therefore in its first part deals with Bourdieu’s roots in relationist Neo-Kantian philosophy, the basic traits of his relationist sociology. The second part examines Bourdieu’s theoretical and empirical work on language before elaborating its own praxeological concept of language use that opens the road to a methodically and theoretically sound reconstruction of the habitus of social actors. In the second volume of HabitusAnalysis we will carefully re-read Bourdieu’s theory in order to develop a disposition-based theory of the habitus that emphasizes the creative potential of the linkage between mental orientations and socio-structural processes, classification and classes, as well as dispositions and positions. The method presented in the third volume will facilitate a detailed empirical analysis of the creative transformations operated by the habitus in relation with the social structures of domination and the dynamics of social differentiation.

This book is the first international reference work to showcase the diversity of ways of using Bourdieu's sociological toolkit in educational research. Written by scholars based in Australia, Brazil, Canada, China, Indonesia, Hong Kong, the UK, and the USA, the handbook provides a unique and cutting-edge picture of how Bourdieu has been both used and adapted in educational research globally. The book will be useful for those who may only have a cursory knowledge of Bourdieu's tools as well as those who are already familiar with Bourdieu's work. The chapters cover a wide range of topics including educational leadership, teacher preparation, space/place, educational policy, literacy education, marginalised students, and student mobility.

This book brings together high-quality international research which examines how migration and borders are experienced in education. It presents new conceptualisations of education as a ‘border regime’, demonstrating the need for closer attention to ‘border thinking’, and diasporic and transnational analyses in education. We live in a time in which borders – material and political – are being reasserted with profound social consequences. Both the containment and global movement of people dominate political concerns and inevitably impact educational systems and practices. Providing a global outlook, the chapters in this book present in-depth sociological analyses of the ways in which borders are constituted and reconstituted through educational practice from a diverse range of national contexts. Key issues taken up by authors include: immigration status and educational inequalities; educational inclusion and internal migration; ‘curricula nationalism’ and global citizenship; education and labour; the educational experiences of refugees and the politics of refugee education; student migration and adult education; and nationalism, colonialism and racialization. This book was originally published as a special issue of International Studies in Sociology of Education.

Child Protection in the Church investigates whether, amidst publicised promises of change from church institutions and the introduction of “safe church” policies and procedures, reform is actually occurring within Christian churches towards safeguarding, using a case study of the Anglican Diocese of Tasmania, Australia. Through the use of interviews and document analysis, the book provides an insight into the attitudes and practices of “ordinary clergypersons” towards child sexual abuse and safeguarding to understand how safe ministry is understood and executed in everyday life in the Church, and to what extent it aligns with policy requirements and criminological best practice. It adopts organisational culture theory, the perspective used to explain how clerical culture enabled and concealed child sexual abuse in the Church to the present, in order to understand how clerical attitudes (cognition) and practice (conduct) today is being shaped by some of the same negative cultures. Underlying these cultures is misunderstandings of abuse causation, which are shown here to negatively shape clerical practice and, at times, compromise policy and procedural requirements. Providing an insight into the lived reality of safeguarding within churches, and highlighting the ongoing complexities of safe ministry, the book is a useful companion to students, academics, and practitioners of child protection and organisational studies, alongside clergy, church leaders, and those training for the ministry.

Oxford Studies in Medieval Philosophy showcases the best new scholarly work on philosophy from the end of antiquity into the Renaissance. OSMP combines historical scholarship with philosophical acuteness, and will be an essential resource for anyone working in the area.

From a rationale of multiculturalism and a based on systemic approach grounded in the Arab-Islamic tradition, this book integrates history, education, science, and feminism to understand the implications of culture in social change, cultural identity, and cultural exchange.

Much of the existing research on parental involvement and higher education choice examines the difference between the working class and the middle class, but little literature looks at different factions within the social classes. This book discusses higher education choice in China, particularly through the examination of social issues such as social stratification, parental involvement, and gender and educational inequality. Drawing from an empirical study based on Bourdieu’s theory, the book explores both inter-class and intra-class differences in China, providing an insight into how social class differences influence a number of issues, including: educational equality the role parents, especially mothers, play in higher education decision-making the relationship between traditional cultural norms gendered relationships within Chinese families. The sociology of higher education choices are derived through feedback from various sources, including both parents and students themselves. The book will be key reading for postgraduates and researchers in the fields of sociology, sociology of education, Chinese studies and Asian studies.

Pierre Bourdieu was one of the most influential social thinkers of the past half-century, known for both his theoretical and methodological contributions and his wide-ranging empirical investigations into colonial power in Algeria, the educational system in France, the forms of state power, and the history of artistic and scientific fields-among many other topics. Despite the depth and breadth of his influence, however, Bourdieu's legacy has yet to be assessed in a comprehensive manner. The Oxford Handbook of Pierre Bourdieu fills this gap by offering a sweeping overview of Bourdieu's impact on the social sciences and humanities. Thomas Medvetz and Jeffrey J. Sallaz have gathered a diverse array of leading scholars who place Bourdieu's work in the wider scope of intellectual history, trace the development of his thought, offer original interpretations and critical engagement, and discuss the likely impact of his ideas on future social research. The Handbook highlights Bourdieu's contributions to established areas of research-including the study of markets, the law, cultural production, and politics-and illustrates how his concepts have generated new fields and objects of study.

This book is essential reading in the sociology of education, social policy and mathematics education. It is for teachers, principals, superintendents, school leaders and policymakers. For too long, many children have not achieved their best potential in mathematics at both primary and secondary schools. Although scholarly interest in students' attitudes towards mathematics and achievement in mathematics has increased, there is scant research which explores the explanatory potential of Bourdieu's trilogy of habitus, cultural capital and social field in investigating students' attitudes towards mathematics. The content is based on a rich empirical study of 1106 students aged 14-16 and gives a detailed account drawing on both quantitative and qualitative data to show the intersection of social class, gender and ethnicity on students' aspiration, attitudes towards mathematics and mathematical achievement at GCSE in secondary schools in England.

Across communication industries, women face barriers and a catch 22 at all organisational levels and suffer from cultural masculinities. Offering a systematic overview of women’s lived experiences, this book discusses major issues in contemporary communication industries, including public relations, journalism and advertising, to understand the barriers that still exist. With a particular focus on office culture, the book concentrates on analysing the position and experiences of women working across communication industries and uses the theoretical framework of cultural masculinities to explore whether women’s organisational experiences and the lack of opportunities span across sectors. The author explores how cultural masculinities as well as discrimination, sexism and harassment can work against women’s interests and impede their career progression. The chapters provide a quality overview of existing theories as well as new insights to demonstrate how organisations operate and function in a way that systematically disadvantages women. The book will be a valuable resource for academics and researchers in the fields of organisational studies, public relations, advertising and journalism, as well as postgraduate and doctoral students in these areas. The interdisciplinary nature will also appeal to those across gender and labour studies, and human resource management.