Dear Class,

More or less, the past discussions provided us with a handle of Bourdieu’s key concepts
(drawing both from commentaries, e.g., Grenfell and Harker, et. al., as well as, from the works
of the man himself (e.g., An Invitation to Reflexive Sociology, The logic of Practice, etc.).

A. The remaining meetings will be devoted to understanding how these theories operate
(praxis). After all, Bourdieu himself insisted that theory is meaningful in so far as it is
practicable in society and analysis of social phenomenon results into a production on new
theory or modification of an existing one.

For this reason, the remaining meeting will be devoted into examination of how these theories
operates seen through various researches. The table below contains the assigned readings (pdf
of articles is attached here).

The for each article, the class, led by respective assigned moderators respond to the following
questions;
1. What do you think are the three (3) most important ideas / arguments / propositions
or messages in this particular reading?
2. In what way do see this happening (or not) in our society?
3. What is one (1) thing you did not understand or would like to clarify?

Date Articles Discussion Moderator

(Duty: Presentation of
key points of the
article)
April 1. Cultural Capital in Education Research: A Critical Group (I will facilitate)
10 Assessment by Annette Lareau and Elliott B.
Weininger
2. Bourdieu and educational research: thinking tools,
relational thinking, beyond epistemological
innocence by Shaun Rawolle and Bob Lingard

April Reproduction and transformation of inequalities in Fr. Bai

17 schooling: The transformative potential of the
theoretical constructs of Bourdieu' (2008), Carmen
Mills
Cultural capital or habitus? Bourdieu and beyond in Daryll
the explanation of enduring educational inequality
(2014), Edgerton and Roberts.

April Genesis and Structure of Religious Field (1991), Felipe

24 Bourdieu

Bridging the Study of Culture and Religion: Pierre Deo

Bourdieu's Political Economy of Symbolic Power
 (1996), David Swartz

Body pedagogics and the religious habitus: A new Jayson

direction for the sociological study of religion (2011),
Mellor and Shilling

'The aristocracy of the will: a critique of Pierre Ervin

Bourdieu with illustrations from Chile' (2012),
Thumala Olave,

May 8 Social Space and Symbolic Power (2002), Bourdieu Group

Social Space and the Genesis of Groups (1985), Group

Bourdieu

Social Movement Studies: Journal of Social, Cultural Marvin

and Political Protest (2014), Hanna-Mari Husu

B. Midterm Examination

Part 1 (Understanding the Theory): Present a definition / description of the following; habitus,
field, capital, theory of practice, theory of social and cultural reproduction and doxa (include
citation). Next, explain these concepts in your own words and provide examples. Discuss how
the three thinking tools (habitus, capital and fields) relate to each other.
Part 2 (Application): Apply these thinking tools in understanding a social phenomenon (e.g.,
religious and cultural practices). This part includes a brief - 1 or 2 paragraphs – description of
the social and cultural phenomenon and then analyze how these three concepts are reflected /
mirrored therein. Finally, locate the social position of the agents (e.g., those who are
participants in the ritual, educational activity or practice, etc.), explain the form of capitals they
possess, how they use them in organizing the relations of power in the particular field.

N.B.
Submission: April 13 (midnight) / Soft copy (through email)
Length / Format: Word or PDF, not more than 5 pages, 1.5 spacing, Times New Roman size 12

Kindest regards,

Stephen, OP

Part 1 Concept then provide examples, this means…

Part 2, e.g. religious procession, school policies… context, describe the social phenomenon…
e.g. heirarchical, who’s in charge?, practice, tradition, worldview… what particular disposition
Use grammarly