Abstract
In this chapter, the notion of identity is discussed, in particular, the modern development of this concept. I then examine the theoretical framework underpinning the book project. This study is mainly underpinned by Giddens’ (Modernity and self-identity: Self and society in the late modern age, Polity, Cambridge, 1991) concept of “the reflexive project of the self” in which identity is seen as unfixed, fragmented, socially constructed and reflexive. Consistent with my aim to avoid “othering”, this approach challenges the notions of culture and identity as categorised, essentialised, imposed and united, and departs in important respects from other studies of the intercultural adaptation of Chinese students. Apart from Giddens’ self-identity theory, I mobilise Pierre Bourdieu’s theory of capital, field and habitus to understand students’ social positions and address the issue of structural constraints on individual’s agency and reflexivity.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Adams, M. (2006). Hybridizing habitus and reflexivity: Towards an understanding of contemporary identity? Sociology, 40(3), 511–528.
Adkins, L. (2004). Reflexivity, freedom or habit of gender? In L. Adkins & B. Skeggs (Eds.), Feminism after Bourdieu (pp. 191–210). Oxford: Blackwell.
Allard, A. C. (2005). Capitalizing on Bourdieu: How useful are concepts of ‘social capital’ and ‘social field’ for researching marginalized young women? Theory and Research in Education, 3(1), 63–79.
Asimaki, A., & Koustourakis, G. (2014). Habitus: An attempt at a thorough analysis of a controversial concept in Pierre Bourdieu’s theory of practice. Social Sciences, 3(4), 121–131.
Bakhtin, M. (1981). The dialogic imagination: Four essays (C. Emerson & M. Holquist, Trans.). Austin: University of Texas Press.
Bakhtin, M. (1984). The problems of Dostoevsky’s poetics. Manchester: Manchester University Press.
Bauman, Z. (1998). Globalisation: The human consequences. Cambridge: Polity Press.
Baxter, A., & Britton, C. (2001). Risk, identity and change: Becoming a mature student. International Studies in Sociology of Education, 11(1), 87–104.
Berger, P. L., & Luckmann, T. (1966). The social construction of reality: A treatise in the sociology of knowledge. New York: Anchor Books.
Blackledge, A., & Pavlenko, A. (2002). Ideologies of language in multilingual contexts [Special issue]. Multilingua, 21, 2–3.
Bourdieu, P. (1977). Outline of a theory of practice (R. Nice, Trans.). Cambridge: Cambridge University.
Bourdieu, P. (1984) [1979]. Distinction: A Social Critique of the Judgement of Taste (R. Nice, Trans.). Cambridge, MA: Harvard University Press.
Bourdieu, P. (1985). The social space and the genesis of groups. Theory and Society, 14(6), 723–744.
Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). New York: Greenwood Press.
Bourdieu, P. (1988). Homo academicus. Cambridge: Polity Press.
Bourdieu, P. (1990). The logic of practice. Cambridge: Polity Press.
Bourdieu, P. (1991). Language and symbolic power (G. Raymond & M. Adamson, Trans.). Cambridge, MA: Harvard University Press.
Bourdieu, P. (1993). The field of cultural production. New York: Columbia University Press.
Bourdieu, P. (2005). Habitus. In J. Hillier & E. Rooksby (Eds.), Habitus: A sense of place (2nd ed., pp. 43–52). Aldershot, UK: Ashgate.
Bourdieu, P., & Wacquant, L. (1992). An invitation to reflexive sociology. Chicago, IL: University of Chicago Press.
Byram, M. (1991). Teaching culture and language: Towards an integrated model. In D. Buttjes & M. Byram (Eds.), Mediating languages and cultures: Towards an intercultural theory of foreign language education (pp. 17–30). Clevedon: Multilingual Matters.
Callero, P. L. (2003). The sociology of the self. Annual Review of Sociology, 29(1), 115–133.
Cerulo, K. (1997). Identity construction: New issues, new directions. Annual Review of Sociology, 23, 385–409.
Chickering, A. W., & Reisser, L. (1993). Education and identity. San Francisco: Jossey-Bass.
Crossley, N. (2001). The phenomenological habitus and its construction. Theory and Society, 30(1), 81–120.
Davey, G. (2009). Using Bourdieu’s concept of habitus to explore narratives of transition. European Educational Research Journal, 8(2), 276–284.
Dervin, F. (2009, June 12–14). The solidification of Chineseness in academic mobility: Critical reviews of ‘intercultural’ research articles on Chinese students. Paper presented at CAFIC conference, Beijing.
Dervin, F. (2011). A plea for change in research on intercultural discourses: A ‘liquid’ approach to the study of the acculturation of Chinese students. Journal of Multicultural Discourses, 6(1), 37–52.
Dimaggio, P. (1979). Review essay: “On Pierre Bourdieu”. American Journal of Sociology, 84, 1468–1469.
Edwards, J. (1985). Language, society and identity. Oxford: Basil Blackwell.
Eriksen, T. H., & Nielsen, F. S. (2001). A history of anthropology. London: Pluto Press.
Feng, A. (2009). Becoming interculturally competent in a third space. In A. Feng & M. Byram (Eds.), Becoming interculturally competent through education and training. Bristol: Multilingual Matters.
Ferrier, J. (1998). An investigation into the diffusion of innovation in technical and further education: Implementing e-mail through action research. Ph.D. thesis, Deakin University.
Foucault, M. (1977). Discipline and punish: The birth of the prison (A. Sheridan, Trans.). New York: Random House.
Foucault, M. (1980). The history of sexuality. Volume I: An introduction (R. Hurley, Trans.). New York: Vintage.
Foucault, M. (1992) [1984]. The history of sexuality Volume 2: The use of pleasure. London: Penguin Books.
Giddens, A. (1991). Modernity and self-identity: Self and society in the late modern age. Cambridge: Polity.
Gill, S. (2007). Overseas students’ intercultural adaptation as intercultural learning: A transformative framework. Compare: A Journal of Comparative and International Education, 37(2), 167–183.
Goffman, E. (1959). The presentation of self in everyday life. New York: Doubleday Anchor.
Goffman, E. (1963). Stigma. London: Penguin.
Grimshaw, T. (2007). Problematizing the construct of “the Chinese learner”: Insights from ethnographic research. Educational Studies, 33(3), 299–311.
Hall, S. (1990). Cultural identity and diaspora. In J. Rutherford (Ed.), Identity: Community, culture, difference (pp. 222–237). London: Lawrence & Wishart.
Hall, S. (1993). Cultural identity and diaspora. In Patrick Williams & Laura Chrisman (Eds.), Colonial discourse & postcolonial theory: A reader (pp. 392–401). London: Harvester Wheatsheaf.
Haugaard, M. (Ed.). (2002). Power: A reader. Manchester: Manchester University Press.
Hawkes, L. (2014). The development of the social and academic identities of international students in English-speaking higher education institutions. Available at www.bpp.com/delegate/r/content/The-Development-of-the-Social-and-Academic-Identities-of-International-Students-in-English-Speaking-Higher-Education-Institutions.pdf+&cd=1&hl=en&ct=clnk&gl=uk. Accessed 8 Feb 2018.
Heelas, P. (1996). The new age movement: The celebration of the self and the sacralization of modernity. Oxford and Cambridge: Blackwell.
Hiller, J., & Roolsby, E. (Eds.). (2005). Habitus: A sense of place. Aldershot: Ashgate.
Hong, Y., & Zhao, Y. (2014). From capital to habitus: Class differentiation of family educational patterns in urban China. Sociological studies, 4, 73–93.
Hora, M. T, & Blackburn Cohen, C. A. (2017). Cultural capital at work: How cognitive and non-cognitive skills are taught, trained and rewarded in a Chinese technical college (WCER Working Paper No. 2017–02). University of Wisconsin–Madison, Wisconsin Center for Education Research. Available at https://wcer.wisc.edu/docs/working-papers/Working_Paper_No_2017_2.pdf. Accessed 28 Mar 2018.
Horvat, E. M., & Davis, J. E. (2011). Schools as sites for transformation: Exploring the contribution of habitus. Youth & Society, 43(1), 142–170.
Jackendoff, R. S. (1994). Language as a window on thought’ in patterns in the mind. New York: Basic Books.
Jenkins, R. (1996). Social identity. London: Routledge.
Jo, H. (2013). Habitus transformation: Immigrant mother’s cultural translation of educational strategies in Korea (Asia Pacific Education, Language Minorities and Migration (ELMM) Network Working Paper Series 7). Available at http://repository.upenn.edu/elmm/7.
Joseph, J. (2004). Language and identity: National, ethnic, religious. New York: Palgrave Macmillan.
Kettle, M. (2005). Agency as discursive practice: From “nobody” to “somebody” as an international student in Australia. Asia Pacific Journal of Education, 25(1), 45–60.
King, A. (2000). Thinking with Bourdieu against Bourdieu: A ‘practical’ critique of the habitus. Sociological Theory, 18, 417–433.
Lareau, A., & Weininger, E. B. (2003). Cultural capital in educational research: A critical assessment. Theory and Society, 32(5/6), 567–606.
Lawler, S. (2008). Identity: Sociological perspectives. Cambridge: Polity Press.
Lee, E. M., & Kramer, R. (2013). Out with the old, in with the new? Habitus and social mobility at selective colleges. Sociology of Education, 86(1), 18–35.
Li, C. (2009). The study of disciplinary identity—Some theoretical underpinnings. HKBU Papers in Applied Language Studies, 13, 81–119.
Li, H. (2013). Rural students’ experiences in a Chinese elite university: Capital, habitus and practices. British Journal of Sociology of Education, 34(5–6), 829–847.
Li, H. (2015). Moving to the city: Educational trajectories of rural Chinese students in an elite university. In C. Costa & M. Murphy (Eds.), Bourdieu, habitus and social research: The art of application. Palgrave Macmillan: Houndmills. Available at http://socialtheoryapplied.com/2015/06/19/reproductive-transformative-evolving-habitus-wonder-children-chinese-context/. Accessed 28 Mar 2018.
Lin, J. (2012). Coming to belong: A narrative analysis of international students’ experiences in an Australian university. Ph.D. thesis, Queensland University of Technology, Queensland, Australia.
Long, D. (2012). Theories and models of student development. In L. J. Hinchliffe & M. A. Wong (Eds.), Environments for student growth and development: Librarians and student affairs in collaboration (pp. 41–55). Chicago: Association of College & Research Libraries.
Luxon, T., & Peelo, M. (2009). Academic sojourners, teaching and internationalization: The experience of non-UK staff in a British university. Teaching in Higher Education, 14(6), 649–659.
Lyotard, J.-F. (1984). The postmodern condition. Minneapolis: University of Minnesota Press.
Ma, W. (2003). Habitus: Another means to interpreting the educational behavior. Journal of Jiangsu Institute of Education (Social Sciences), 19, 9–13.
Mahalingam, R. (2003). Essentialism, power and culture: Representations of social class. Journal of Social Issues, 59, 733–749.
Marginson, S. (2014). Student self-formation in international education. Journal of Studies in International Education, 18(1), 6–22.
Mead, G. H. (1934). Mind, self & society from the standpoint of a social behaviourist. Chicago, IL: University of Chicago Press.
Mestrovic, S. G. (1998). Anthony Giddens the last modernist. London: Routledge.
Mitchell, M., & Egudo, M. (2003). A review of narrative methodology. Edinburgh, SA: DSTO Systems Science Laboratory.
Mouzelis, N. (1999). Exploring post-traditional orders: Individual reflexivity, pure relations and duality of structure. In M. O’Brien, S. Penna, & C. Hay (Eds.), Theorising modernity: Reflexivity, environment and identity in Gidden’s social theory. London and New York: Longman.
Mu, G. (2014a). Chinese Australians’ Chineseness and their mathematics achievement: The role of habitus. The Australian Educational Researcher, 41(5), 585–602.
Mu, G. (2014b). Heritage language learning for Chinese Australians: The role of habitus. Journal of Multilingual and Multicultural Development, 35(5), 497–510.
Norton, B. (2000). Identity and language learning: Gender, ethnicity, and educational change. Harlow: Pearson Education.
Ochs, E. (1996). Linguistic resources for socializing humanity. In J. Gumperz & S. Levinson (Eds.), Rethinking linguistic relativity (pp. 407–437). Cambridge: Cambridge University Press.
Pavlenko, A., & Blackledge, A. (Eds.). (2004). Negotiation of identities in multilingual contexts. Clevedon: Multilingual Matters.
Perry, W. G., Jr. (1968). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart & Winston.
Reay, D. (2005). Beyond consciousness? The psychic landscape of social class. Sociology, 39(5), 911–928.
Reay, D., Crozier, G., & Clayton, J. (2009). ‘Strangers in paradise’? Working class students in elite university. Sociology, 43(6), 1103–1121.
Reynolds, J., Wetherell, M., & Taylor, S. (2007). Choice and chance: Negotiating agency in narratives of singleness. Sociological Review, 55(2), 331–351.
Rose, S. (1997). Lifelines: Biology, freedom, determinism. London: Allen Lane.
Sarup, M. (1996). Identity, culture and the postmodern world. Athens: The University of Georgia Press.
Sheng, X. (2012). Cultural capital and gender differences in parental involvement in children’s schooling and higher education choice in China. Gender and Education, 24(2), 131–146.
Smith, M. K. (1996). ‘Self, selfhood and understanding’, the encyclopaedia of informal education. Available at http://infed.org/mobi/self-selfhood-and-understanding. Accessed 8 Feb 2018.
Stivers, C. (1993). Reflections on the role of personal narrative in social science. Signs: Journal of Women in Culture and Society, 18(2), 408–425.
Swartz, D. (1997). Culture and power: The sociology of Pierre Bourdieu. Chicago and London: The University of Chicago Press.
Swartz, D. (2013). Symbolic power, politics, and intellectuals: The political sociology of Pierre Bourdieu. Chicago: The University of Chicago Press.
Tanaka, G. (2002). Higher education’s self-reflexive turn: Toward an intercultural theory of student development. The Journal of Higher Education, 73(2), 263–296.
Taylor, C. (1989). Sources of the self: The making of the modern identity. Cambridge: Cambridge University Press.
Thrift, N. J. (1985). Review essay: Bear and mouse or bear and tree? Anthony Giddens’s reconstitution of social theory. Sociology, 19, 609–623.
Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45, 89–125.
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). Chicago: University of Chicago Press.
Tsekeris, C. (2010). Reflections on reflexivity: Sociological issues and perspectives. Contemporary Issues, 3, 28–37.
Urry, J. (1982). Duality of structure: Some critical issues. Theory, Culture and Society, 1(2), 100–105.
Volet, S., & Jones, C. (2012). Cultural transitions in higher education: Individual adaptation, transformation and engagement. In S. Karabenick & T. Urdan (Eds.), Transitions across schools and cultures (pp. 241–284). Bingley: Emerald.
Wang, H. (2008). Teachers’ class behaviour in the field of school. Modern Education Science, 27–30.
Wang, J., & Davis, D. (2010). China’s new upper middle class: The importance of occupational disaggregation. In C. Li (Ed.), China’s emerging class (pp. 157–176). Washington DC: Brookings Institution Press.
Wang, S., Davis, D., & Bian, Y. (2006). The uneven distribution of cultural capital: Book reading in urban China. Modern China, 32, 315–348.
Weedon, C. (1997). Feminist practice and poststructuralist theory (2nd ed.). Oxford: Blackwell.
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
Wu, B. (2009). “Whose culture has capital?” Chinese skilled migrant mothers raising their children in New Zealand. Ph.D. thesis, Auckland University of Technology.
Wu, X. (2014). School choice in China: A different tale? New York: Routledge.
Xue, H. (2008). Cultural adaptation and personal capital formation: The experiences of Chinese students in UK higher education. Ph.D. thesis, University of the West of England.
Yang, Y. (2014). Bourdieu, practice and change: Beyond the criticism of determinism. Educational Philosophy and Theory, 46(14), 1522–1540.
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91.
Zhao, K., & Biesta, G. (2008, July 2–4). Lifelong learning, identity and the moral dimension: The ‘reflexive project of the self’ revisited. Paper presented at the 38th Annual SCUTREA Conference, University of Edinburgh.
Zhao, K., & Biesta, G. (2012). Moral dimension of lifelong learning: Giddens, Taylor and reflexive project of the self. Adult Education Quarterly, 62(4), 332–350.
Zhu, W. (2006). Beyond social determinism: Bourdieu’s concept of “cultural capital” revisited. Social Science in Nanjing, 3, 87–96.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2018 The Author(s)
About this chapter
Cite this chapter
Ye, L.L. (2018). Exploring the Self Through Giddens and Bourdieu. In: Intercultural Experience and Identity. Palgrave Studies on Chinese Education in a Global Perspective. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-91373-5_4
Download citation
DOI: https://doi.org/10.1007/978-3-319-91373-5_4
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-319-91372-8
Online ISBN: 978-3-319-91373-5
eBook Packages: EducationEducation (R0)