Bourdieu's concept of reflexivity as metaliteracy

Tony Schirato, Jen Webb

Research output: Contribution to journalArticle

33 Citations (Scopus)

Abstract

For Bourdieu, the extent to which agents can attain knowledge of, and negotiate, various cultural fields is dependent upon, and explicable in terms of, two epistemological types. The first is a practical sense (the 'logic of practice'), while the second involves a sort of conscious comprehension that he names 'reflexivity'. Bourdieu defines reflexivity as an interrogation of the three types of limitations (of social position, of field and of the scholastic point of view) that are constitutive of knowledge itself. But the reflexive relation to the habitus, the demands and influences exerted by cultural fields, and one's own practices within those fields, cannot be understood simply as something that is obtained by the subject; rather, any reflexive relation to the doxa and illusio of the field must be a constitutive part of that field. This paper identifies a number of principles taken from Bourdieu's work that clarify how, where and why the reflexive 'surpassing' of literacy might occur. But we also suggest, contra Bourdieu, that only fields that are informed or characterized by the scholastic point of view are likely to be characterized by the set of conditions constitutive of reflexive knowledge; and that the scholastic point of view is therefore, simultaneously, both a potential impediment to, and a condition (almost necessary) of the production of reflexive knowledge.

Original languageEnglish
Pages (from-to)539-552
Number of pages14
JournalCultural Studies
Volume17
Issue number3-4
DOIs
Publication statusPublished - 1 May 2003

Fingerprint

reflexivity
social position
comprehension
literacy
Reflexivity
Scholastics

Cite this

Schirato, Tony ; Webb, Jen. / Bourdieu's concept of reflexivity as metaliteracy. In: Cultural Studies. 2003 ; Vol. 17, No. 3-4. pp. 539-552.
@article{45d69dcb2d04439c9f91a377123653e8,
title = "Bourdieu's concept of reflexivity as metaliteracy",
abstract = "For Bourdieu, the extent to which agents can attain knowledge of, and negotiate, various cultural fields is dependent upon, and explicable in terms of, two epistemological types. The first is a practical sense (the 'logic of practice'), while the second involves a sort of conscious comprehension that he names 'reflexivity'. Bourdieu defines reflexivity as an interrogation of the three types of limitations (of social position, of field and of the scholastic point of view) that are constitutive of knowledge itself. But the reflexive relation to the habitus, the demands and influences exerted by cultural fields, and one's own practices within those fields, cannot be understood simply as something that is obtained by the subject; rather, any reflexive relation to the doxa and illusio of the field must be a constitutive part of that field. This paper identifies a number of principles taken from Bourdieu's work that clarify how, where and why the reflexive 'surpassing' of literacy might occur. But we also suggest, contra Bourdieu, that only fields that are informed or characterized by the scholastic point of view are likely to be characterized by the set of conditions constitutive of reflexive knowledge; and that the scholastic point of view is therefore, simultaneously, both a potential impediment to, and a condition (almost necessary) of the production of reflexive knowledge.",
keywords = "Capital, Habitus, Illusio, Practical knowledge, Reflexive knowledge, Scholastic point of view",
author = "Tony Schirato and Jen Webb",
year = "2003",
month = "5",
day = "1",
doi = "10.1080/0950238032000083935",
language = "English",
volume = "17",
pages = "539--552",
journal = "Cultural Studies",
issn = "0950-2386",
publisher = "Taylor and Francis Ltd.",
number = "3-4",

}

Bourdieu's concept of reflexivity as metaliteracy. / Schirato, Tony; Webb, Jen.

In: Cultural Studies, Vol. 17, No. 3-4, 01.05.2003, p. 539-552.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Bourdieu's concept of reflexivity as metaliteracy

AU - Schirato, Tony

AU - Webb, Jen

PY - 2003/5/1

Y1 - 2003/5/1

N2 - For Bourdieu, the extent to which agents can attain knowledge of, and negotiate, various cultural fields is dependent upon, and explicable in terms of, two epistemological types. The first is a practical sense (the 'logic of practice'), while the second involves a sort of conscious comprehension that he names 'reflexivity'. Bourdieu defines reflexivity as an interrogation of the three types of limitations (of social position, of field and of the scholastic point of view) that are constitutive of knowledge itself. But the reflexive relation to the habitus, the demands and influences exerted by cultural fields, and one's own practices within those fields, cannot be understood simply as something that is obtained by the subject; rather, any reflexive relation to the doxa and illusio of the field must be a constitutive part of that field. This paper identifies a number of principles taken from Bourdieu's work that clarify how, where and why the reflexive 'surpassing' of literacy might occur. But we also suggest, contra Bourdieu, that only fields that are informed or characterized by the scholastic point of view are likely to be characterized by the set of conditions constitutive of reflexive knowledge; and that the scholastic point of view is therefore, simultaneously, both a potential impediment to, and a condition (almost necessary) of the production of reflexive knowledge.

AB - For Bourdieu, the extent to which agents can attain knowledge of, and negotiate, various cultural fields is dependent upon, and explicable in terms of, two epistemological types. The first is a practical sense (the 'logic of practice'), while the second involves a sort of conscious comprehension that he names 'reflexivity'. Bourdieu defines reflexivity as an interrogation of the three types of limitations (of social position, of field and of the scholastic point of view) that are constitutive of knowledge itself. But the reflexive relation to the habitus, the demands and influences exerted by cultural fields, and one's own practices within those fields, cannot be understood simply as something that is obtained by the subject; rather, any reflexive relation to the doxa and illusio of the field must be a constitutive part of that field. This paper identifies a number of principles taken from Bourdieu's work that clarify how, where and why the reflexive 'surpassing' of literacy might occur. But we also suggest, contra Bourdieu, that only fields that are informed or characterized by the scholastic point of view are likely to be characterized by the set of conditions constitutive of reflexive knowledge; and that the scholastic point of view is therefore, simultaneously, both a potential impediment to, and a condition (almost necessary) of the production of reflexive knowledge.

KW - Capital

KW - Habitus

KW - Illusio

KW - Practical knowledge

KW - Reflexive knowledge

KW - Scholastic point of view

UR - http://www.scopus.com/inward/record.url?scp=4344693183&partnerID=8YFLogxK

U2 - 10.1080/0950238032000083935

DO - 10.1080/0950238032000083935

M3 - Article

VL - 17

SP - 539

EP - 552

JO - Cultural Studies

JF - Cultural Studies

SN - 0950-2386

IS - 3-4

ER -