Bourdieu’s habitus and field: implications on the practice and theory of critical action learning

Warwick, Robert, McCray, Janet and Board, Douglas (2017) Bourdieu’s habitus and field: implications on the practice and theory of critical action learning. Action Learning: Research and Practice. pp. 1-16. ISSN 1476-7341

[img] Text (This is the Accepted Manuscript of an article published by Taylor & Francis in Action Learning: Research and Practice on 05.03.17, available online: http://www.tandfonline.com/10.1080/14767333.2017.1296409.)
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Abstract

This paper considers the logic of practice of the French sociologist Pierre Bourdieu in relation to critical action learning: in particular habitus which is co-created with field and the interplay among the two in the form of misrecognition and risk. We draw on interviews with participants who have experienced action learning as part of an NHS leadership programme. We argue that Bourdieu provides helpful ways of understanding and explaining the complex processes of social interactions which are centre stage in action learning – especially the ‘social friction’ through which action learners gain new insights and new prompts to action in their workplace from learning set members. These insights can support action learning practitioners keen to explore their own practice.

Item Type: Article
Subjects: H Social Sciences > H Social Sciences (General)
H Social Sciences > HF Commerce
H Social Sciences > HM Sociology
L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Divisions: Departments > Business School
Departments > Social Work
Depositing User: Rob Warwick
Date Deposited: 30 Mar 2017 10:25
Last Modified: 16 Oct 2019 15:43
URI: http://eprints.chi.ac.uk/id/eprint/2645

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