title: Bourdieu, feminism and female physical culture: Gender reflexivity and the habitus-field complex

authors: Thorpe, Holly Aysha

subjects: sport

abstract: Feminist theorizing in the sociology of sport and physical culture has progressed through ongoing and intense dialogue with an array of critical positions and voices in the social sciences (e.g., Judith Butler, R.W. Connell, Michel Foucault). Yet, somewhat surprisingly, the work of French sociologist Pierre Bourdieu—arguably one of modern sociology’s “most important voices of social critique and theoretical innovation” (Krais, 2006, p. 120)—has gone largely unheard among critical sports scholars interested in gender (notable exceptions include Atencio, Beal & Wilson, 2009; Brown, 2006; Kay & Laberge, 2004; Laberge, 1995). In this paper I introduce recent feminist engagements with Bourdieu’s original work to a critical sports sociology readership via a case study of snowboarding culture and female snowboarders. I begin by briefly examining the efficacy of three of Bourdieu’s key concepts—capital, field and habitus—for explaining gender and embodiment in snowboarding culture. I then consider how the habitus-field complex can illustrate the “synchronous nature of constraint and freedom” (McNay, 2000, p. 61) for women in contemporary physical culture.

text: Bourdieu, feminism and female physical culture: Gender reflexivity and the habitus-field complex Feminist theorizing in the sociology of sport and physical culture has progressed through ongoing and intense dialogue with an array of critical positions and voices in the social sciences (e.g., Judith Butler, R.W. Connell, Michel Foucault). Yet, somewhat surprisingly, the work of French sociologist Pierre Bourdieu—arguably one of modern sociology’s “most important voices of social critique and theoretical innovation” (Krais, 2006, p. 120)—has gone largely unheard among critical sports scholars interested in gender (notable exceptions include Atencio, Beal & Wilson, 2009; Brown, 2006; Kay & Laberge, 2004; Laberge, 1995). In this paper I introduce recent feminist engagements with Bourdieu’s original work to a critical sports sociology readership via a case study of snowboarding culture and female snowboarders. I begin by briefly examining the efficacy of three of Bourdieu’s key concepts—capital, field and habitus—for explaining gender and embodiment in snowboarding culture. I then consider how the habitus-field complex can illustrate the “synchronous nature of constraint and freedom” (McNay, 2000, p. 61) for women in contemporary physical culture.

year: 2009

title: Resilience in Practice

authors: White, Iain

abstract: What is our research focus? -Many ‘pathways’ to resilience in practice –some deficit related (e.g. science, data, policy, or examples), others require systemic change and innovation –this is what we are interested in.
There is also a plurality of resilience ‘problems’-some do not fit politics, institutions and professional cultures as well as others –these difficult decisions are what we are interested in. Complement other RPM work.
What is our intellectual Focus?–Science & Technology Studies(STS). A relatively newish field, it is focused on analysingthe ways that social contexts (e.g. legal, governmental, political, commercial, civil, cultural) produce, mediate, and co-constitute scientific knowledge. Shift away from ‘barriers’ or ‘translation’ approaches.

text: Resilience in Practice What is our research focus? -Many ‘pathways’ to resilience in practice –some deficit related (e.g. science, data, policy, or examples), others require systemic change and innovation –this is what we are interested in.
There is also a plurality of resilience ‘problems’-some do not fit politics, institutions and professional cultures as well as others –these difficult decisions are what we are interested in. Complement other RPM work.
What is our intellectual Focus?–Science & Technology Studies(STS). A relatively newish field, it is focused on analysingthe ways that social contexts (e.g. legal, governmental, political, commercial, civil, cultural) produce, mediate, and co-constitute scientific knowledge. Shift away from ‘barriers’ or ‘translation’ approaches.

year: 2019

title: Kūkupa, koro, and kai: The use of Māori vocabulary items in New Zealand English children's picture books

authors: Daly, Nicola

subjects: New Zealand

abstract: When a linguistic form from one language is used in another language, such words are known as borrowings or loan words (Crystal 2003: 56). The English language is renowned for its large capacity for borrowing and it has been suggested that the growth in internationalism in recent times has led to people seeking new words to indicate their local identity (Crystal 1995; Crystal 2003). Certainly this is the case of New Zealand English, the most distinctive aspect of which is borrowings from te reo Maori (Deverson 1991). In 1984 Deverson estimated that most New Zealanders have a passive knowledge of at least 40-50 borrowed Maori loan words (Deverson 1984). This figure has been recently revised by Macalister to 70-80 such words (20,-,63.). A study of the frequency of Maori loan words in New Zealand English in New Zealand School Journals of the 1960s and 1990s showed an incidence of around 6 words per 1,000 (Macalister 1999). Kennedy and Yamazaki (1999) also found borrowed Maori words at a rate of 6 per thousand words. Macalister (2006b) has examined the use of Maori loan words in New Zealand English across a 150 year period from 1850-2000. He examined a corpus of a little under five and a half million words from three sources: Newspapers, parliamentary debates and School Journals. Across the three sources there was an increase from 3.29 words per 1,000 in 1850 to 8.8 per thousand in 2000. Macalister lists the reasons for this change as including urbanisation of the Maori population between 1945 and 1975, which created more contact; the changing status of the Maori language with the kOhanga reo movement; the establishment of the Maori Language Commission (Te Taura Whiri i te Reo Maori) and legislation of Maori as an official language of New Zealand in 1987.

text: Kūkupa, koro, and kai: The use of Māori vocabulary items in New Zealand English children's picture books When a linguistic form from one language is used in another language, such words are known as borrowings or loan words (Crystal 2003: 56). The English language is renowned for its large capacity for borrowing and it has been suggested that the growth in internationalism in recent times has led to people seeking new words to indicate their local identity (Crystal 1995; Crystal 2003). Certainly this is the case of New Zealand English, the most distinctive aspect of which is borrowings from te reo Maori (Deverson 1991). In 1984 Deverson estimated that most New Zealanders have a passive knowledge of at least 40-50 borrowed Maori loan words (Deverson 1984). This figure has been recently revised by Macalister to 70-80 such words (20,-,63.). A study of the frequency of Maori loan words in New Zealand English in New Zealand School Journals of the 1960s and 1990s showed an incidence of around 6 words per 1,000 (Macalister 1999). Kennedy and Yamazaki (1999) also found borrowed Maori words at a rate of 6 per thousand words. Macalister (2006b) has examined the use of Maori loan words in New Zealand English across a 150 year period from 1850-2000. He examined a corpus of a little under five and a half million words from three sources: Newspapers, parliamentary debates and School Journals. Across the three sources there was an increase from 3.29 words per 1,000 in 1850 to 8.8 per thousand in 2000. Macalister lists the reasons for this change as including urbanisation of the Maori population between 1945 and 1975, which created more contact; the changing status of the Maori language with the kOhanga reo movement; the establishment of the Maori Language Commission (Te Taura Whiri i te Reo Maori) and legislation of Maori as an official language of New Zealand in 1987.

year: 2007