Presentation on theme: "4 April, 2014 Refugees: Symbolic Struggles and Constructed Identities Linda Morrice"— Presentation transcript:
4 April, 2014 Refugees: Symbolic Struggles and Constructed Identities Linda Morrice
4 April, 2014 Habitus in a new social space becomes: …a habitus divided against itself, in constant negotiation with itself and its ambivalence, and therefore doomed to a kind of duplication, to a double perception of self, to successive allegiances and multiple identities. (1999: 511).
4 April, 2014 Learning as a process of being or becoming. An ongoing construction of self through participation or response to situations (as opposed to learning as acquisition). Learning is also about unbecoming or ceasing to be something Biesta (2006); Hodkinson et al (2007).
4 April, 2014 For example: denied access to the labour market and to training and education opportunities while waiting for asylum claim to be processed (Home Office 1999). learning opportunities prescribed for refugees consist of a narrow curriculum of English language, IT and citizenship classes (Home Office 2002). symbolically represented as a burden, too numerous, a threat and unwelcome….
4 April, 2014 Struggles across social sites about: ability to accrue and trade capital judgements of moral worth and value Skeggs (1997) and Sayers (2005)
4 April, 2014 Academic literacy practices: …privileges the discursive routines of particular social groups whilst dismissing those of people who, culturally and communally, have access to and engage in a range of other practices. (Lillis 2001: 39)
4 April, 2014 The uncomfortable encounter between habitus, capital and higher education field: Recognised, and recognised herself, as having little cultural value - didnt have the right knowledges Very little sense of entitlement to occupy the social space Cultural habitus distanced and differentiated Habitus marked by refugee background – shame, stigma, secrecy- created boundaries of belonging.
4 April, 2014 Doxa and the mobility of capital and habitus: Ability to convert educational capital (language, essayist literacy & academic practices) into symbolic capital Sense of confidence, security and entitlement instilled by having right sort of capital for the field Ability to effectively trade up through education into symbolic power