Emotions and the habitus: Young people with socio-emotional differences (re)producing social, emotional and cultural capital in family and leisure space-times

Abstract

Citation: HOLT, L., BOWLBY, S. and LEA, J., in press. Emotions and the habitus: young people with socio-emotional differences (re)producing social, emotional and cultural capital in family and leisure space-times. Emotion, Space This item was submitted to Loughborough's Institutional Repository (https://dspace.lboro.ac.uk/) by the author and is made available under the following Creative Commons Licence conditions.For the full text of this licence, please go to: http://creativecommons.org/licenses/by-nc-nd/2.5/ Emotions and the habitus: young people with socio-emotional differences (re)producing social, emotional and cultural capital in family and leisure space-times AbstractIn this paper we explore the importance of emotionally inter-dependent relationships to the functioning of embodied social capital and habitus. Drawing upon the experiences of young people with socio-emotional differences, we demonstrate how emotionally interdependent and relatively nurturing relationships are integral to the acquisition of social capital and to the co-construction and embodiment of habitus.The young people presented in this paper often had difficulties in forging social relationships and in acquiring symbolic and cultural capital in school spaces.However, we outline how these young people (re)produce and embody alternative kinds of habitus, based on emotionally reciprocal relationships forged through formal and informal leisure activities and familial and fraternal social relationships. These alternative forms of habitus provide sites of subjection, scope for acquiring social and cultural capital and a positive sense of identity in the face of problematic relations and experiences in school spaces. Key wordsHabitus, emotional capital, social capital, young people, socio-emotional differences, Social Emotional and Behavioural Difficulties (SEBD)Emotions and the habitus: young people with socio-emotional differences (re)producing social, emotional and cultural capital in family and leisure space-times 1

Food, feeding and the material everyday geographies of infants: possibilities and potentials

“…Bourdieu's concept of habitus usefully helps to conceive how 'external realities' forge and create bodies (see for instance, Bourdieu, 1984;Bourdieu & Thompson, 1991; see also Holt, 2006;McDowell, 2006McDowell, , 2008Reay, 2004). Importantly, Bourdieu does not provide a singular definition of habitus, and habitus has been interpreted heterogeneously by different scholars (see Holt, Bowlby & Lea, 2013, for further discussion). Reay (2004: 34) suggests: "Bourdieu developed the concept of habitus to demonstrate the ways in which not only is the body in the social world, but also the ways in which the social world is in the body".…”

Feeling differently: Approaches and their politics

“…Characterised by their use of terms such as 'affective' or 'emotional practices' (Burkitt, 1997;Reckwitz, 2016;Scheer, 2012;Wetherell, 2012), 'habitus' (Holt et al, 2013) or even more specifically 'emotional habitus' (Illouz, 2007;Gould, 2009), these approaches reveal their indebtedness to Pierre Bourdieu's or to other versions of practice theory. Though they seek to overcome the mind-body, subject-object dichotomies which have haunted rules-based approaches, norms and social conventions still remain central, as emotions are viewed as embodied in habits and routines.…”

Disabilities, urban natures and children’s outdoor play

“…in terms of age, gender, social class, ethnicity and parenting cultures), and how many of these intersections are 'off the radar' in social-scientific accounts of disability. Importantly, Holt et al (2013) Importantly, she highlights the lasting spatial/social exclusions -via feelings of hurt, stress, strain, worry, embarrassment -that follow such incidents, for disabled young people and their families. Ryan (2005) notes how such families' experiences of public spaces, such as playgrounds, can be profoundly shaped and affected by these kinds of moments, leading them to adopt performative strategies of coping, behaviour/perception-management (2010) and "negotiation, mediation and management" (2008, p.732).…”

“…I suggest that the recurrent centrality of terms like 'fun', 'comfort' and 'trust' in respondents' comments signals the importance of affects/emotions for understandings of social geographies of disabilities (see Holt et al, 2013). Indeed, it was notable that most participants responded to open survey and interview questions in a very particular way, describing how they 'felt' in outdoor play/nature spaces, and articulating some specific 'feelings' which were closely and characteristically associated with The Woods and The Lake.…”

“…Specifically, building upon recent conceptualisations of everyday, social-material, emotional-affective (Holt, 2010, Holt, et al, 2013 and "small, almost unremarkable" (Ryan, 2005(Ryan, , p.73, 2008 geographies of disabilities, I highlight four key complications. First, I present an overview of the multiple, compound social-material 'barriers' reported by parents/carers in recalling visits to the two outdoor play-spaces.…”