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Shaping and being shaped: extending the relationship between habitus and practice

Rowlands, Julie and Gale, Trevor 2016, Shaping and being shaped: extending the relationship between habitus and practice. In Lynch, Julianne, Rowlands, Julie, Gale, Trevor and Skourdoumbis, Andrew (ed), Practice theory and education: diffractive readings in professional practice, Routledge, Abingdon, Eng., pp.91-107.

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Title Shaping and being shaped: extending the relationship between habitus and practice
Author(s) Rowlands, JulieORCID iD for Rowlands, Julie orcid.org/0000-0003-1664-4209
Gale, TrevorORCID iD for Gale, Trevor orcid.org/0000-0003-3927-9267
Title of book Practice theory and education: diffractive readings in professional practice
Editor(s) Lynch, JulianneORCID iD for Lynch, Julianne orcid.org/0000-0003-3180-8224
Rowlands, JulieORCID iD for Rowlands, Julie orcid.org/0000-0003-1664-4209
Gale, TrevorORCID iD for Gale, Trevor orcid.org/0000-0003-3927-9267
Skourdoumbis, AndrewORCID iD for Skourdoumbis, Andrew orcid.org/0000-0003-4329-1285
Publication date 2016
Chapter number 6
Total chapters 16
Start page 91
End page 107
Total pages 17
Publisher Routledge
Place of Publication Abingdon, Eng.
Keyword(s) Pierre Bourdieu
social theory
sociology of education
practice theory
critical theory
Summary This chapter extends understandings of the contributions of practice in re/forming the habitus. In Bourdieu’s account, an agent’s practices are thought to reflect his or her habitus: that system of dispositions operating at the level of pre-thought or un-thought and expressed in tendencies and inclinations to think and act in certain ways under certain conditions. Evidence of the habitus can be 'read' from practice. The shaping and re-shaping of the habitus involves practices of family and community (primary pedagogic work) and of social institutions (secondary pedagogic work), in any given field. However, Bourdieu also describes habitus as constantly evolving and the outcome of past practices. This raises questions about the conditions under which an agent’s field-specific practices might, in time, influence the shaping of their habitus, leading either to a feel-for or a rejection of the dominant game that defines the field. The chapter explores these issues within the context of formulaic approaches to research production in higher education. It asks whether the practices required of academics in order to comply with conditions of the field are merely a performative response or whether they might also have a deeper role in the reshaping of the individual and collective academic habitus?
ISBN 9781138191396
Language eng
Field of Research 130304 Educational Administration, Management and Leadership
130103 Higher Education
Socio Economic Objective 930401 Management and Leadership of Schools/Institutions
HERDC Research category B1 Book chapter
ERA Research output type B Book chapter
Copyright notice ©2017, Routledge
Persistent URL http://hdl.handle.net/10536/DRO/DU:30087662

Document type: Book Chapter
Collection: School of Education
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