an article by Mike Savage (London School of Economics, UK), Laurie Hanquinet (University of York, UK), Niall Cunningham (University of Durham, UK) and Johs Hjellbrekke (University of Bergen, Norway) published in International Journal of Urban and Regional Research Volume 42 Issue 1 (January 2018)
Abstract
This essay examines how the contemporary city is being redefined as a fundamental crucible in which new and emerging modes of cultural capital are being forged.
Drawing inspiration from the links Bourdieu draws between physical and social space, we use comprehensive quantitative surveys from Belgium and the UK to explore the accelerating interplay between large urban centres and the generation of ‘cosmopolitan cultural capital’. We show a close association between urban sites and the location of residents with new kinds of emerging cultural capital.
This appreciation allows us to understand the increasing prominence of large metropolitan centres, which stand in growing tension with their suburban and rural hinterlands.
This process is simultaneously cultural, economic, social and political and marks a remaking of the nature of cultural hierarchy and cultural capital itself, away from the older model of the Kantian aesthetic, as elaborated by Bourdieu in Distinction, which venerates a ‘highbrow’ aesthetic removed from everyday life, towards ‘emerging’ forms of cultural capital that valorize activity, engagement and intense forms of contemporary cultural activity.
Showing posts with label cultural_capital. Show all posts
Showing posts with label cultural_capital. Show all posts
Monday, 19 March 2018
Monday, 21 November 2016
The Influence of Social Background on Participation in Adult Education: Applying the Cultural Capital Framework
an article by Sebastiano Cincinnato, Bram De Wever, Hilde Van Keer and Martin Valcke (Ghent University, Ghent, Belgium) published in Adult Education Quarterly Volume 66 Number 2 (May 2016)
Abstract
In this article, we address the issue of participation in adult education building on the cultural capital framework. This theoretical framework suggests that (educational) practices are affected by one’s social background and, more precisely, by the cultural resources handed down in the family context.
To examine the validity of this theoretical framework, we build on data from the Programme for the International Assessment of Adult Competencies from 23 countries (n = 120,789). The Programme data allow using the variables parents’ educational level (a proxy for social background), educational attainment, and readiness to learn as precursors of participation in adult education (both a proxy for cultural capital).
Our findings suggest that the cultural capital framework is not fully suited to explain participation in adult education: Although social background has an (indirect) influence on participation, its effect does not concur with theoretical predictions, that is, mediated by the readiness to learn.
Abstract
In this article, we address the issue of participation in adult education building on the cultural capital framework. This theoretical framework suggests that (educational) practices are affected by one’s social background and, more precisely, by the cultural resources handed down in the family context.
To examine the validity of this theoretical framework, we build on data from the Programme for the International Assessment of Adult Competencies from 23 countries (n = 120,789). The Programme data allow using the variables parents’ educational level (a proxy for social background), educational attainment, and readiness to learn as precursors of participation in adult education (both a proxy for cultural capital).
Our findings suggest that the cultural capital framework is not fully suited to explain participation in adult education: Although social background has an (indirect) influence on participation, its effect does not concur with theoretical predictions, that is, mediated by the readiness to learn.
Tuesday, 25 August 2015
Breaking the ‘class’ ceiling? Social mobility into Britain's elite occupations
an article by Sam Friedman and Daniel Laurison (London School of Economics and Political Science) and Andrew Miles (University of Manchester) published in The Sociological Review Volume 63 Issue 2 (May 2015)
Abstract
In this paper we use the unusually large sample size of the Great British Class Survey to compare rates of social mobility into different élite occupations. We find a distinction between ‘traditional’ professions, such as law, medicine and finance, which are dominated by the children of higher managers and professionals, and technical or emerging high-status occupations, particularly those related to IT, that appear to recruit more widely.
Second, we find that even when the upwardly mobile are successful in entering élite occupations they invariably fail to accumulate the same economic, cultural and social capital as those from privileged backgrounds.
While many such differences may be explained by inheritance, we also find that the mobile tend to have considerably lower incomes. Investigating this further we demonstrate that even when controlling for important variables such as schooling, education, location, age, and cultural and social capital, the upwardly mobile in eight occupations – located largely in the business sector – have considerably lower incomes than their higher-origin colleagues.
These findings underline the value of analyses of mobility into specific high-status occupations as well as illustrating how, beyond entry, the mobile often face considerable disadvantage within occupations.
Abstract
In this paper we use the unusually large sample size of the Great British Class Survey to compare rates of social mobility into different élite occupations. We find a distinction between ‘traditional’ professions, such as law, medicine and finance, which are dominated by the children of higher managers and professionals, and technical or emerging high-status occupations, particularly those related to IT, that appear to recruit more widely.
Second, we find that even when the upwardly mobile are successful in entering élite occupations they invariably fail to accumulate the same economic, cultural and social capital as those from privileged backgrounds.
While many such differences may be explained by inheritance, we also find that the mobile tend to have considerably lower incomes. Investigating this further we demonstrate that even when controlling for important variables such as schooling, education, location, age, and cultural and social capital, the upwardly mobile in eight occupations – located largely in the business sector – have considerably lower incomes than their higher-origin colleagues.
These findings underline the value of analyses of mobility into specific high-status occupations as well as illustrating how, beyond entry, the mobile often face considerable disadvantage within occupations.
Wednesday, 17 July 2013
Narrating unfinished business: adult learners using credit transfer to re-engage with higher education
an article by Ann Pegg and Terry Di Paolo (The Centre for Inclusion and Curriculum, The Open University, Milton Keynes, UK) published in Studies in Continuing Education Volume 35 Issue 2 (July 2013)
Abstract
This paper seeks to advance our understanding of the credit transfer phenomenon in the UK, specifically how students draw on a credit as a form of institutional cultural capital.
Drawing on interviews with 26 part-time mature learners, this paper examines the progressive and retrospective orientations to study that surfaced in students’ accounts of credit transfer and their lifelong learning journeys. A common theme of ‘unfinished business’ appeared to dominate these accounts and a narrative-oriented analysis of the findings revealed the role of credit transfer in enabling students to complete varied personal projects or forms of ‘unfinished business’.
The findings of this work suggest that in an increasingly complex higher education market, there is a need to understand students’ strategic use of the credit they accumulate. In particular, this paper explores how credit transfer features in the narratives of students’ successful learning journeys.
Abstract
This paper seeks to advance our understanding of the credit transfer phenomenon in the UK, specifically how students draw on a credit as a form of institutional cultural capital.
Drawing on interviews with 26 part-time mature learners, this paper examines the progressive and retrospective orientations to study that surfaced in students’ accounts of credit transfer and their lifelong learning journeys. A common theme of ‘unfinished business’ appeared to dominate these accounts and a narrative-oriented analysis of the findings revealed the role of credit transfer in enabling students to complete varied personal projects or forms of ‘unfinished business’.
The findings of this work suggest that in an increasingly complex higher education market, there is a need to understand students’ strategic use of the credit they accumulate. In particular, this paper explores how credit transfer features in the narratives of students’ successful learning journeys.
Tuesday, 7 May 2013
A New Model of Social Class? Findings from the BBC’s Great British Class Survey Experiment
an article by Mike Savage (London School of Economics, UK), Fiona Devine, Niall Cunningham, Yaojun Li and Andrew Miles (University of Manchester, UK), Mark Taylor (University of York, UK), Johs Hjellbrekke (Universitetet i Bergen, Norway), Brigitte Le Roux (Université Paris Descartes, France) and Sam Friedman (City University London, UK) published in Sociology Volume 47 Number 2 (April 2013)
Abstract
The social scientific analysis of social class is attracting renewed interest given the accentuation of economic and social inequalities throughout the world.
The most widely validated measure of social class, the Nuffield class schema, developed in the 1970s, was codified in the UK’s National Statistics Socio-Economic Classification (NS-SEC) and places people in one of seven main classes according to their occupation and employment status.
This principally distinguishes between people working in routine or semi-routine occupations employed on a ‘labour contract’ on the one hand, and those working in professional or managerial occupations employed on a ‘service contract’ on the other.
However, this occupationally based class schema does not effectively capture the role of social and cultural processes in generating class divisions.
We analyse the largest survey of social class ever conducted in the UK, the BBC’s 2011 Great British Class Survey, with 161,400 web respondents, as well as a nationally representative sample survey, which includes unusually detailed questions asked on social, cultural and economic capital. Using latent class analysis on these variables, we derive seven classes.
We demonstrate the existence of an ‘elite’, whose wealth separates them from an established middle class, as well as a class of technical experts and a class of ‘new affluent’ workers.
We also show that at the lower levels of the class structure, alongside an ageing traditional working class, there is a ‘precariat’ characterised by very low levels of capital, and a group of emergent service workers. We think that this new seven class model recognises both social polarisation in British society and class fragmentation in its middle layers, and will attract enormous interest from a wide social scientific community in offering an up-to-date multi-dimensional model of social class.
Abstract
The social scientific analysis of social class is attracting renewed interest given the accentuation of economic and social inequalities throughout the world.
The most widely validated measure of social class, the Nuffield class schema, developed in the 1970s, was codified in the UK’s National Statistics Socio-Economic Classification (NS-SEC) and places people in one of seven main classes according to their occupation and employment status.
This principally distinguishes between people working in routine or semi-routine occupations employed on a ‘labour contract’ on the one hand, and those working in professional or managerial occupations employed on a ‘service contract’ on the other.
However, this occupationally based class schema does not effectively capture the role of social and cultural processes in generating class divisions.
We analyse the largest survey of social class ever conducted in the UK, the BBC’s 2011 Great British Class Survey, with 161,400 web respondents, as well as a nationally representative sample survey, which includes unusually detailed questions asked on social, cultural and economic capital. Using latent class analysis on these variables, we derive seven classes.
We demonstrate the existence of an ‘elite’, whose wealth separates them from an established middle class, as well as a class of technical experts and a class of ‘new affluent’ workers.
We also show that at the lower levels of the class structure, alongside an ageing traditional working class, there is a ‘precariat’ characterised by very low levels of capital, and a group of emergent service workers. We think that this new seven class model recognises both social polarisation in British society and class fragmentation in its middle layers, and will attract enormous interest from a wide social scientific community in offering an up-to-date multi-dimensional model of social class.
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