Bourdieu Plus: Understanding the Creation of Agentic, Aspirational Girl Subjects in Elite Schools
Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review
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Bourdieu Plus : Understanding the Creation of Agentic, Aspirational Girl Subjects in Elite Schools. / Forbes, Joan; Maxwell, Claire.
International Perspectives on Theorizing Aspiration: Applying Bourdieu’s Tools. ed. / Garth Stahl; Derron Wallace; Ciaran Burke; Sten Threadgold. Bloomsbury Academic, 2018. p. 161-174.Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review
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TY - CHAP
T1 - Bourdieu Plus
T2 - Understanding the Creation of Agentic, Aspirational Girl Subjects in Elite Schools
AU - Forbes, Joan
AU - Maxwell, Claire
PY - 2018
Y1 - 2018
N2 - This chapter draws on Bourdieu’s concept of ‘habitus’ as both focus of analysis and analytical method to examine how an elite girls’ school in Scotland shapes its students’ aspirations by producing intellectually able, socially connected and self-reflective young women. Taking a hybrid approach, we extend our analyses by drawing on theorizations of space and time, agency, affect and reflexivity to understand the intensive institutional discursive and affective work to intertwine school and family. Insights are gained on how this school habitus works spatio-temporally, extending and usually successfully aligning with its students’ anterior family habitus, to produce agentic and assuredly optimistic orientations. Informed by our earlier studies on girls’ elite schooling in England and Scotland and analysing data from our current UK-based Leading Women Study, we make a case for our ‘Bourdieu-plus’ bricolage which loosely couples Bourdieu’s concepts with those of other social theorists. This approach, we argue, is generative of new and more nuanced insights on how habitus fosters and embeds aspirations.
AB - This chapter draws on Bourdieu’s concept of ‘habitus’ as both focus of analysis and analytical method to examine how an elite girls’ school in Scotland shapes its students’ aspirations by producing intellectually able, socially connected and self-reflective young women. Taking a hybrid approach, we extend our analyses by drawing on theorizations of space and time, agency, affect and reflexivity to understand the intensive institutional discursive and affective work to intertwine school and family. Insights are gained on how this school habitus works spatio-temporally, extending and usually successfully aligning with its students’ anterior family habitus, to produce agentic and assuredly optimistic orientations. Informed by our earlier studies on girls’ elite schooling in England and Scotland and analysing data from our current UK-based Leading Women Study, we make a case for our ‘Bourdieu-plus’ bricolage which loosely couples Bourdieu’s concepts with those of other social theorists. This approach, we argue, is generative of new and more nuanced insights on how habitus fosters and embeds aspirations.
KW - Faculty of Social Sciences
KW - bourdieu
KW - aspirations
KW - Social class
KW - elite education
M3 - Book chapter
SN - 9781350040335
SP - 161
EP - 174
BT - International Perspectives on Theorizing Aspiration
A2 - Stahl, Garth
A2 - Wallace, Derron
A2 - Burke, Ciaran
A2 - Threadgold, Sten
PB - Bloomsbury Academic
ER -
ID: 202858429