Teachers' habitus for teaching English

In this examination of monolingual and multilingual pedagogies I draw on literature that explores the position of English globally and in the curriculum for English. I amplify the discussion with data from a project exploring how teachers responded to the arrival of Polish children in their English classrooms following Poland’s entry to the European Union in 2004. While both Poland and England are a long way from Australia, the sudden arrival of non-native speaking children from families who have the right to work and settle in the UK is interesting of itself as a development in the migration agenda affecting many nations of teachers in the 21st century. Indeed, this view of migration adds to the overview of migration in an Australian context and recent Australian immigration settlement policies often mirror this with new arrivals moving to rural areas resulting in an EAL presence in schools which may be new. Until recently it was most commonly the case that teachers in schools in inner city and other urban parts of the UK might expect to teach in multilingual classrooms, but teachers in smaller towns and in areas identified as rural were unlikely to confront either linguistic or ethnic differences in their pupils. I use the theories of Bourdieu to analyse the status of the curriculum for English expressed in research literature, and the teachers’ interview data. This supports a level of interpretation that allows us to see how teachers’ practice and the teaching of English are formed by schools’ and teachers’ histories and beliefs as much as they are by the wishes of politicians in creating educational policy. It adds to the view presented in the first article in this issue that provision for EAL/D learners sits within a monolingual assessment structure which may militate against the attainment of non-native English speakers. I present a wide-ranging discussion intentionally, in order that the many complexities of policy impact and teacher habitus on teachers’ practice are made apparent.

Turning a Bourdieuian lens on English teaching in primary schools: linguistic field, linguistic habitus and linguistic capital

The research project used to frame discussion in this chapter was a doctoral study of the experiences of English primary school teachers teaching pupils whose home language was not English in their previously monolingual classrooms. They taught in a region in the south of England which experienced a significant rise in the population of non-native English speakers following Eastern European member states’ accession to the EU in 2004 and 2007. The study focussed principally on the teachers’ responses to their newly arrived Polish children because Polish families were arriving in far greater numbers than those from other countries. The research aims focussed on exploring and analysing the pedagogical experiences of teachers managing the acquisition of English language for their Polish children. Critical engagement with their experiences and the ways in which they did or did not adapt their pedagogy for teaching English was channelled through Bourdieuian constructs of linguistic field, capital and habitus. The following sections explore my reasons for adopting Bourdieu’s work as a theoretical lens, the practicalities and challenges of incorporating Bourdieu’s tools for thinking in data analysis, and the subsequent impact on my research activity.

Feminists re-reading Bourdieu: old debates and new questions about gender habitus and gender change

There is a revival of interest in Bourdieu's work and this article examines dominant trends within feminist re-engagements. It considers the insights into gender identity afforded by ‘habitus’ and ‘social field’, distinguishing between analyses of 'gender habitus', and the potential of habitus and social field for feminist analysis of change. Feminist responses to Bourdieu continue to be divided on the extent to which social field structure determines habitus, and there is a tendency to represent the relationship as too seamless and coherent. Drawing on debates within recent feminist sociology, notably the work of Lois McNay and Lisa Adkins, this article argues instead for greater acknowledgement of the instability of gender norms and the contradictory effects of crossing different social fields. A feminist rethinking of the relationship between gender change, habitus and social field is suggested, which arises from a more contextual analysis of the varying degrees of correspondence between habitus and field. This addresses the co-existence of change and continuity in gender relations and identities, and aims to move such debates beyond questions of either freedom or reproduction.

Extensive, economical and elegant : the habitus of gentility in early nineteenth century Sydney

This paper challenges the modern expectation that mahogany furniture and silver cutlery were self-evident indicators of gentry status in colonial Sydney through close analysis of a bundle of middle class household inventories of the 1840s. They are considered as evidence of habitus--the structuring interaction of mentality with the material world--in order to demonstrate the active principle of consumption in the claim or assertion of bourgeois standing, which was particularly lively in the colony. A range of competences can he seen in the practice of gentility, which suggests that the possession of rosewood rather than mahogany, or imitation silver rather than sterling, was a variation shaped not merely by wealth but by cultural capital. This exposes strands of contingency, competition and compromise in middle class expression.

Architects and their clients : relationships analysis using habitus theory

The nature and quality of hte architect relationship is critical fror project success yet its managment remains problematic.  This interdisciplinary study draws theory from sociology to further our understanding of this built environment industry problem.  The concept of habitus, developed by french sociologist Bourdieu, helps to demystify the architect-client relationship and explain the underlaying cause of conflicts between architects and clients.  Habitus theory explains that the nature of architecture as a specialised activity places architects within an architectural habitus, distinguishing architects from clients who are not trained as professional architects.

Habitus shock : a model for architect-client relationships on house projects based on sociological and psychological perspectives

The widening gap between architects and clients and the associated problems in the management of their relationship have long been recognised by practitioners and researchers alike. An emerging trend in recent studies is to develop descriptive models to describe behavioural characteristics of relationships based on observations of ' real world' practice, indicating the significance of understanding the complexities of the social environment in which the architect-client relationship is within. This research built upon the work of past descriptive models by exploring the architect-client relationship on house projects with a focus on the client's voice. It is an interdisciplinary study drawing theory from sociology to further understand this built environment industry problem. Sixty-nine percent of architects in Australia spend some of their work time on house projects and therefore improvements in this area can have significant impact on a considerably large portion of the profession. Habitus theory borrowed from sociology explains that the nature of architecture as a specialised activity places architects within an architectural habitus, distinguishing them from clients who are .not trained in the field. An underlying premise of thi s study is that a mismatch between the architect and client's habituses occurs as they enter into a relationship on the house project. This phenomenon is termed habitus shock, referring to the client 's experience of disorientation as they are confronted with an unfamiliar architectural habitus on the project. Culture shock theory is examined for its contribution to explain the process to which the client adjusts to the unfamiliar environment during habitus shock. The habitus shock model proposed in this paper suggests that the client may achieve learning during habitus shock and it is this client learning that can lead to successful relationships.

Dancing habitus: the formation of a group (dance)

This article discusses how six individual dancers came to belong, stylistically, to a group, in a project that did not aim explicitly to create or bring about that belonging. The studio-based research project tested the creation of a group improvised dance through practising over a significant period of time with ‘scores’ or verbal propositions, usually relating to physical, bodily or movement notions such as tangling and untangling or being subject to gravity. This article looks at one question within the research: namely, whether the dancing individuals came, over time, to belong to a group, and if so, what enabled that belonging and what made the dance a group dance? The project did not centre on an objective to direct the creation of a ‘groupness’ or stylistic consistency but, rather, it supported the investigation of how this ‘groupness’ might come about.

Book review : Disposed to learn: schooling, ethnicity and the scholarly habitus

Book review of: Disposed to learn: schooling, ethnicity and the scholarly habitus, by Megan Watkins and Greg Noble

Adult education and radical habitus in an environmental campaign: learning in the coal seam gas protests in Australia

Summary: This paper examines the adult learning dimensions of protestors as they participate in a campaign to stop coal seam gas exploration in Gippsland in Central Victoria, Australia. On a global level, the imposition of coal seam gas exploration by governments and mining companies has been the trigger for movements of resistance from environmental groups. They are concerned about the impact of mining on their land, food and water supplies. In central Gippsland a group of ‘circumstantial activists’ comprised of farmers, tree changers and other local residents are campaigning against coal seam gas exploration. This unlikely coalition of environmental action groups has made effective use of a variety of community education strategies. This paper commences by outlining some of the key literature on learning and activism drawing on the education tradition of adult learning. We then draw on key concepts from Bourdieu’s writing on ‘habitus’ and ‘field’ to analyse the data from this research. We outline some of the learning practices of activists; through their involvement in this campaign, and the knowledge and skills they gain as they develop a feel for the game of protest. We argue circumstantial activists learn both formally and informally in the social environment of campaigning. Of particular interest is the role of more experienced activists from Friends of the Earth (FOE), a non-government organisation (NGO), as they pass on knowledge, experience, tactics and strategies to the novice and less experienced activists in this community campaign. We explore some of the contradictions of the protestors’ identification as activists using Bourdieu’s concepts of ‘doxa’ and ‘Ilusio’. The paper concludes by arguing learning in activism is a rich tradition of adult education and practice. However, Bourdieu’s writing on field and habitus makes an added contribution to interpreting the learning that occurs in the social space of a campaign or social movement.

Capital, habitus e as redes no ciberespaço

Valendo-me das categorias da Economia das trocas simbólicas, propostas por Bourdieu, pretendo desenvolver neste artigo uma breve análise das trocas simbólicas produzidas em um novo ambiente sócio-técnico (a internet) e como ele tornou possível o surgimento de um espaço virtual de coalizões (redes de interagentes). Nesse sentido, torna-se fundamental pensar a complexa integração entre as trocas simbólicas no mundo "off-line" e "on-line" que disputam o acesso à produção, apropriação e distribuição universal de novos tipos de recursos mais ou menos escassos. Procuro analisar,brevemente, a relação entre a promessa de abundância e certos tipos de escassez encontrados no ciberespaço e a colocação de uma questão que considero fundamental: a arquitetura distribuída da rede eliminaria totalmente a necessidade de representação e delegação ou estabeleceria diferentes filtros e modalidades de organização e seleção de porta-vozes em novos tipos de comunidades?