From doxic breach to cleft habitus: affect, reflexivity and dispositional disjunctures

IF 2.2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH British Journal of Sociology of Education Pub Date : 2023-05-08 DOI:10.1080/01425692.2023.2209286
Biörn Ivemark, Anne Ambrose
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Abstract

Abstract Previous research has examined how mismatched dispositions within a divided or ‘cleft’ habitus are subjectively experienced but has not adequately explored nor theorized the variety of ways in which the dispositional disjunctures that progressively give rise to a cleft habitus are initially generated. Combining recent sociological work on ontological ruptures with an affective reading of Bourdieu’s social theory, we use an empirical case to illustrate how subtle processes of social influence set in motion by affective ties can come to sever the ontological bond between the habitus and the social space that initially shaped it, setting an affectively driven and reflexively negotiated process of habitus change in motion. By shedding light upon some of the sufficient conditions underpinning the development of dispositional disjunctures and the psychosocial forces that mediate this process, we extend the literature on habitus change and conflict in several ways.
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从中毒断裂到习惯断裂:情感、反身性和性格脱节
以前的研究已经研究了在分裂或“裂缝”习惯中不匹配的性格是如何被主观体验的,但没有充分探索或理论化最初产生逐渐导致裂缝习惯的性格脱节的各种方式。结合最近关于本体论断裂的社会学研究和对布迪厄社会理论的情感解读,我们用一个经验案例来说明,由情感联系启动的社会影响的微妙过程如何切断习惯与最初塑造它的社会空间之间的本体论联系,设置一个情感驱动和反射性协商的运动中的习惯变化过程。通过揭示一些支持性格失调发展的充分条件和调解这一过程的社会心理力量,我们从几个方面扩展了关于习惯改变和冲突的文献。
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来源期刊
CiteScore
3.70
自引率
9.50%
发文量
74
期刊介绍: British Journal of Sociology of Education is one of the most renowned international scholarly journals in the field. The journal publishes high quality original, theoretically informed analyses of the relationship between education and society, and has an outstanding record of addressing major global debates about the social significance and impact of educational policy, provision, processes and practice in many countries around the world. The journal engages with a diverse range of contemporary and emergent social theories along with a wide range of methodological approaches. Articles investigate the discursive politics of education, social stratification and mobility, the social dimensions of all aspects of pedagogy and the curriculum, and the experiences of all those involved, from the most privileged to the most disadvantaged. The vitality of the journal is sustained by its commitment to offer independent, critical evaluations of the ways in which education interfaces with local, national, regional and global developments, contexts and agendas in all phases of formal and informal education. Contributions are expected to take into account the wide international readership of British Journal of Sociology of Education, and exhibit knowledge of previously published articles in the field. Submissions should be well located within sociological theory, and should not only be rigorous and reflexive methodologically, but also offer original insights to educational problems and or perspectives.
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