Index

academic , 112–13, 119, 121–2, institutional capital, 85 145 logics of, 24 Adams, Matthew, 82, 84, 130, 143–4 scholastic capital, 64 Archer, Margaret, 22–4, 26 , see social capital Archer, Margaret and Francis, Becky, symbolic capital, 105, 114, 159 23, 25, 56–7, 68 change, 84, 99, 131, 133, 137, 142, Archer, Margaret and Leathwood, 144, 151–2, 154, 161, 163–4 Carole, 28–9 and habitus, 58, 69 Archer, Margaret, Hallsall, Anna and and migration, 93, 96 Hollingworth, Sumi, 23 process of, 100 social change, 58, 69, 128, 145 Ball, Stephen, 26, 55, 80, 178 China, 126–8, 131–2, 136, 141 Bauman, Zygmunt, 179 class, 3, 81, 131 Beck, Ulrich, 24–5, 56 and distinction, 39 Beck, Ulrich and Beck-Gernsheim, dominant class, 22, 114 Elisabeth, 65, 68 and habitus, 15, 26, 28–30, 34, 42, Beck, Ulrich, and Grande, Edgar, 97 49–50, 66, 87, 132, 134, 137, 141 Bodovski, Katerina, 39 middle class, 22, 26, 29, 41, 65, 68, Boudon, Raymond, 25 127, 137 Bourdieu, Pierre and Accadro, Alain, working class, see working class 32–3 Costa, Cristina, 151 Bourdieu, Pierre and Passeron, Jean- crime, 4, 74, 77, 82 Claude, 23, 27, 31–2, 34, 44, 112, criminal identities, 77 127 criminal policy, 75 Bourdieu, Pierre and Wacquant, Loic, encounters with, 78–9 5, 21–2, 28, 33, 61, 82, 84, 86, 97, experiences of, 77 102, 128–9, 142, 145, 159, 161, relationship with, 79–82, 86, 88 178 and youth, 9, 11, 75–6 Burke, Ciaran, 55 Crossley, Nick, 86, 128, 130, 143 Butler, Judith, 31, 177 , 22, 23, 86, 100, 132–3, 158 Cairns, David, 111 and educational expectations, 23 capital, 3, 21, 26, 81, 130, 173 embodied cultural capital, 43, 51 and academia, see academic capital and habitus, 39, 158 bureaucratic capital, 132 capital accrual, 28, 32 Davies, Huw, 167 circulation of, 97 Dewey, John, 163 and class, 22 digital , 122 digital dispositions, 162 family capital, 133–5, 142 digital practices, 13, 151–4, 156–8, forms of, 7, 64, 97, 133, 136, 169 162 generation of, 113 and technology, 151, 154, 156, 162 and habitus, 34 DiMaggio, Paul, 57, 126, 128

183 184 Index dispositions, 4, 7, 13, 15–16, 21, 23, Grenfell, Michael, 8, 22, 25, 35, 26–30, 42–3, 48, 57–8, 61, 96, 59–61, 99, 145, 156, 170 100, 129, 131, 144, 154, 156, 158, 160–1, 163, 172, 175 health, 104 academic dispositions, 138, 159 and education, 157 and adolescents, 49–50 public health, 76 and children, 46, 133 higher education, 15, 46, 48, 64–5, digital dispositions, 162 67–8, 126–7, 131, 133–4, 136, internalised dispositions, 43 154, 170, 173 mobility of, 111, 113, 115, 121 shifting dispositions, 32 identities, 9, 28–9, 135, 142, 152, transposable dispositions, 40, 57–8, 163–4, 174 81 conflicting identities, 143 and working class, 24 and crime, 77 doxa, 3, 105, 168, 174 emergent identities, 168 family specific doxa, 114 and gender, 22, 177 and habitus, 102 learner identities, 9, 21–2, 26, 138, Durkheim, Emile, 59–60 142 multiple identities, 30 education, 4, 22, 29, 39, 40, 44, 58, social identities, 26, 30, 34, 77–8, 64–5, 78, 85, 104, 126, 132–3, 86, 137, 169 135 and working class, 9–10, 28, 30 and attainment, 44, 47 Ireland, 12, 111–12, 114, 116, and class, 28 120–1 and cultural capital, 23, 40, 100 and employment, 63, 66 Jenkins, Richard, 5, 57–8, 72, 82, 129, and expectations, 10, 40–1, 43–4, 156, 161 46, 48–51 and inequality, 144 Lareau, Annette, 23, 40–4, 48–9, 133 outcomes of, 10, 132 Lareau, Annette and Weiniger, practices of, 42, 132 Elliot, 42 and social reproduction, 40 Levi-Strauss, Claude, 56 of, 40 Li, He, 126 trajectories of, 12, 66, 126, 142 Lingard, Bob, Rawolle, Shaun, and Taylor, Sandra, 97 Foucault, Michel, 170 Lizardo, Oswald, 128 France, Alan, 74 McNay, Lois, 84, 129, 178 gender, 14, 143, 126 Maton, Karl, 56, 103, 131 gender differences, 45 Merleau-Ponty, Maurice, 56 and habitus, 45, 87 method, 3–4, 8, 13–16, 23, 73, 76, 78, and identity, 22, 177 174 mixed gender, 14 challenges of, 95, 167, 178 and race, 50 computational method, 171 and self-concept, 45 data collection, 11, 99, 171 and youth, 76, 169 ethnography, 11 Germany, 11, 94–5, 97, 106, 118 interview method, 10, 61 Giddens, Anthony, 25, 56, 58 mixed-methods, 11, 99 Goldthrope, John, 25, 35, 57 multiple methods, 98 Index 185 method – continued powerlessness, 41 narrative, 11, 13, 15, 21, 23, 29, 61, and relationships, 22, 75, 94, 96, 70, 100–1, 104, 152, 162 132 participant observation, 144 sites of, 168 and theory, 5, 39, 59, 63, 79, 81, of the social, 25, 130 158, 160, 177 and social structure, 139, 143 migration, 4, 9, 11, 12, 93, 95, 98–9, symbolic power, 33, 95 102, 105, 119, 122 and symbolic violence, 137 Chinese migration, 12 practice immigration, 171, 176 academic practices, 145, 151–3, 157 large-scale migration, 96 Bourdieu’s theory of, 21, 25, 56, 59, and trajectories, 97 65, 95–6, 178 mobility, 3–4, 9, 11–12, 113–14, communities of, 170 115–16, 119, 122 cultural practices, 28, 34, 42, 46 discourse of, 29 digital practices, see digital effects of, 11 and dispositions, 4, 7 international mobility, 121 educational practices, 42, 46, 50, and skills, 117 132, 136 and social change, 128, 134 of everyday life, 25, 103 social mobility, 10, 25, 29, 31, 34, fields of, 86 65, 142–3, 145 and habitus, 6, 42, 44, 57, 65, 69, student mobility, 111–13, 120 101–3, 129–30, 158, 160–1 and transitions, 16 logic of, 5, 8, 173–4, 177 and youth, 9, 12, 111–12 modalities of, 98 Murphy, Mark, 3–4 parental practices, 10, 41, 43, 47, 49 reproduction of, 7 narrative, 10, 21, 23, 29, 62, 70, 105, research practices, 128, 144, 154 157–8, 160–2, 164 social practices, 11, 59, 74, 80–1, biographical narrative, 61 86–7, 99, 126, 144, 162 collective narrative, 23 and theory, 4, 6, 8, 156, 160 and language, 162 web practices, 153, 170, 172 narrative inquiry, 13, 15, 152–3, 162, 164 quantitative research, 43, 49, 98–100, narrative interview, 10, 61, 100–1, 115 104 personal narrative, 23 race and ethnicity, 43, 47, 50 of practice, 155, 161 Reay, Diane, 22, 28–31, 33, 56, 87, Nash, Roy, 143, 178 129, 144, 169, 178 Nowicka, Magdalena, 93 Reay, Diane, David, Miriam, and Ball, Stephen, 32 Portugal, 12, 111–15, 116, 119–20 reflexivity, 5–6, 8, 11, 16, 33, 35, power 74, 84–5, 100, 130, 137, 143–5, Bourdieu’s theory of, 81 161–2, 165 and class habitus, 134, 141 engendered reflexivity, 133 economic power, 159 lack of, 31 field of, 61 and methodology, 81 and habitus, 14, 86, 127, 174–5 recognition of, 84 and identities, 26 self-conscious reflexivity, 178 and pedagogy, 25 strategic reflexivitiy, 26 186 Index

Robbins, Derek, 56 and class, 65 Rosenthal, Gabriele, 62 and education, 12, 126, 142 and employment, 64, 66, 68 Savage, Michael, 30, 81 individual trajectories, 23, 25, 58, Savage, Michael and Silva, 61, 99, 156, 162 Elizabeth, 169 and migration, 97 Savage, Michael, Bagnall, Gaynor, transitions, 9, 11, 15–16, 19 and Longhurst, Brian, 30 Skeggs, Beverley, 23, 26, 28–30, 31, 81 UK, 11, 64, 74, 76, 78, 94–5, 106 social capital, 86, 113, 133–4, 136, 158 bonding social capital, 114, 119 Wacquant, Loic, 6, 8, 21, 39, 80–1, and economic capital, 122 86–7, 129, 156, 163, 169 low levels of, 64 Weber, Max, 59–60 and practice, 158 Willis, Paul, 114, 126 Stahl, Garth, 21 working class, 14, 42, 65, 69, 169 Sullivan, Alice, 22, 31, 45, 127 and aspirations, 21 Swartz, David, 27, 81 boys, 9–10, 24, 29 symbolic violence, 3, 21, 24, 27, 141 children, 42, 126 and dispositions, 34 counter habitus, 26 formation of, 31 dispositions, 24 and habitus, 27, 33 graduates, 64 and power, 8, 137 identities, 28, 30 parents, 41 technology, 153, 156, 167, 170 students, 22, 27–9, 136, 178 digital technology, 151, 154, 156, working class norms, 83 162 and the web, 14, 121, 153–4, youth 157–60, 163, 167–74, 179 and crime, 9, 11, 75–6 trajectories, 5, 10–11, 161, 178 and gender, 76, 169 career trajectories, 112 and mobilities, 9, 12, 111–12