Uncovering Hegemony in Higher Education: A Critical Appraisal of the Use of “Institutional Habitus” in Empirical Scholarship

Byrd, Derria

doi:10.3102/0034654318812915

Cited by 35 publications

(26 citation statements)

References 110 publications

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“…Extended from Bourdieu's work, habitus has been interpreted as not only an individual concept but also an organizational and institutional one (Ashwin, 2009, p. 112;Bourdieu, 1990, p. 60;Byrd, 2019). The university as a field is a place to compete for positions and status but also between faculties, departments and disciplinary fields and subjects (Bourdieu, 1988;Byrd, 2019). Subjects', departments', faculties' and universities' institutional habitus is shaped by their position in the field.…”

Section: Introductionmentioning

confidence: 99%

Change and stability in academic agency in higher education curriculum reform

Annala

Mäkinen

Lindén

et al. 2020

Journal of Curriculum Studies

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This study explores academics' changing agency in curriculum work in higher education. Bourdieu's concepts of field, habitus and capital, followed by the metaphor of game, are used as tools to analyse stability and change in agency. The interview data collection from 17 academics was implemented twice over 3 years after two different processes of curriculum change at one multidisciplinary research university in Finland. Through narrative analysis, two storylines were identified. The storyline with changes in agency included transformative, sidelined and divided narratives. The storyline with stable agency included developmentoriented, autonomous and opposition narratives. The lived experiences create habitus as it is, as internalization of social structures but also as unconscious enterprises to maintain old or develop new forms of capital through curriculum change. While competing for the capital, the habitus and the 'feel of the game' are shifting. The different narratives show how academics as players in the field of curriculum change have different access to compete for different types of capital. The results raise a question: who can legitimately become an agent in the curriculum process, and what qualities make for an academic 'fit' with curriculum change?

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Section: Introductionmentioning

confidence: 99%

Change and stability in academic agency in higher education curriculum reform

Annala

Mäkinen

Lindén

et al. 2020

Journal of Curriculum Studies

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“…My findings substantiate the existing institutional habitus literature in that schools' organisational habitus strongly influence the educational engagement of students from certain backgrounds. Yet, they further point out, corroborating Byrd's (2019) argument, that the main source of the institutional habitus is the educational status of the school in the educational field, and the concept of institutional habitus is not destined to explain only the reproduction of inequalities but can also work to elucidate the reduction of inequalities by a school.…”

Section: Discussionmentioning

confidence: 78%

“…Kolluri (2019) approves the concept but criticises its limited analytical scope, reducing its foundation to social class, and argues that market ideologies and communal values can potentially structure the habitus of schools. Byrd (2019) points to the misappropriation of the link between capital, habitus and field as the issue that results in controversial positions concerning the concept. She rightfully stresses the importance of studying organisations as social actors for understanding their institutional habitus theoretically but does not substantiate it empirically.…”

Section: Institutional Habitus Field and Capitalmentioning

confidence: 99%

“…However, most researchers in this field uniformly see the school mix -social class characteristics of students and staff -and history of school as the major source of institutional habitus and relegate schools to entities that only serve to maintain the reproduction of inequalities. This happens when researchers single out schools as the sole focus of research and disregard them as social actors seeking to reproduce their own status in the educational field (Byrd, 2019). Instead, an approach that ties the concepts of habitus, capital and field would relate an individual school to other schools in a power game and explore its use of certain capitals to reproduce itself in the field.…”

Section: Introductionmentioning

confidence: 99%

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Rethinking Institutional Habitus in Education: A Relational Approach for Studying Its Sources and Impacts

Çelik

2020

Sociology

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Institutional habitus is a useful concept for analysing how schools adopt certain dispositions and influence students’ educational trajectories. The literature, however, reduces its source to collective social class mediated by an institution and only employs it to explain the reproduction of inequalities. Instead, I offer a relational framework that ties the concepts of institutional habitus, field and capital, and investigate how a secondary school improves the educational engagement of working-class, second-generation Turkish immigrant youth in Germany. The findings reveal that the school’s institutional habitus combines the communal values of the immigrant community and the middle-class academic practices; the former narrows the gap between home and school, and the latter modifies the classed feelings of students. The relational framework discloses that schools’ educational status in the educational field constitutes the source of institutional habitus, and that the institutional habitus can also explain the reduction of inequalities by schools.

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“…Our stance as teacher educators is that it is our obligation to prepare teachers not to fit into the existing structures of school but to be skilled, strategic professionals who are agentive contributors to social change. Might the resistance to transformation be a reason that people inside particular institutional structures (e.g., state agencies, teacher preparation programs; see byrd, 2019) are more enthusiastic about the SOR pathway?…”

Section: Moving Forwardmentioning

confidence: 99%

Contesting Science That Silences: Amplifying Equity, Agency, and Design Research in Literacy Teacher Preparation

Hoffman¹,

Hikida²,

Sailors³

2020

Reading Research Quarterly

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In this article, we argue that the “science of reading” (SOR) construct is being used to shape the future of literacy teacher preparation and silence the voices and work of literacy teacher education researchers to the detriment of quality science, quality teaching, and quality teacher preparation. First, we briefly inspect the SOR movement in terms of its historical roots in experimental psychology. Next, we examine the claims being made by SOR advocates regarding the absence of attention to the SOR literature in teacher preparation programs, and the related claims for the negative consequences that occur when these so‐called underprepared teachers enter the workforce. Then, we present literature reviews, drawn from a large and dynamic database of research on literacy teacher preparation (over 600 empirical studies that were published between 1999 and 2018); the studies in the database have been excluded from the SOR. Finally, we conclude with a discussion of equity, agency, and design as a pathway forward in improving literacy teacher preparation.

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Uncovering Hegemony in Higher Education: A Critical Appraisal of the Use of “Institutional Habitus” in Empirical Scholarship

Abstract: This paper is NOT THE PUBLISHED VERSION; but the author's final, peer-reviewed manuscript. The published version may be accessed by following the link in the citation below.

Cited by 35 publications

References 110 publications

Change and stability in academic agency in higher education curriculum reform

Change and stability in academic agency in higher education curriculum reform

Rethinking Institutional Habitus in Education: A Relational Approach for Studying Its Sources and Impacts

Contesting Science That Silences: Amplifying Equity, Agency, and Design Research in Literacy Teacher Preparation

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