49 In this study, I believe that there is possibility to change teacher’s habitus since
they are “active players whose personal views influence the degree to which they consciously wish to enact change in this field” Oliver Kettley, 2010, p. 740 . In
addition, Mills 2008 argues that teachers can act as agents of transformation rather than reproduction by broadening the types of cultural capital that are valued in the
classroom. Similarly, Roth 2002 points out that it is possible to change teachers’ habitus:
Because of the conservative tendency of habitus, it takes considerable time and effort to bring about changes in practices – changes in practices requires a
change in habitus. But change in habitus does not come easily, as habitus is formed and transformed in and through practical experience. However, habitus
can also be changed through considerable socio-analysis, that is, through an awakening of certain forms of self-consciousness and self-work that enables the
practitioner to get a handle on their disposition. One way to enacting such self- work is through reflection on practice p. 5.
That above statement implies that transforming teachers’ habitus could be done through a form of self-study, and doing a reflective practice is one form of self-studies. Seen this
light, mediated self-evaluation, in my study is a form of reflective practice that facilitates teachers to reflect on their teaching. Hence, it has the potential to assist
teachers to transform their habitus and practice in order to improve the effectiveness of their instructional practice. Some studies of Bourdieu’s theory habitus, capital, field,
practice in education will be described in the next subsection.
2.6.4 Research on Bourdieu’s sociological theory in education
Bourdieu’s sociological theory with its key concepts of habitus, capital, field, and practice have largely been used to uncover educational inequalities Ash Levitt,
2003; Belz, 2007; Golombek Johnson, 2004; Haugan et al., 2013; Schlager Fusco, 2003. Dumais 2002 conducted a study to analyze cultural participation and created a
model to measure habitus. The sample of her study was eighth-grade boys and girls. The findings indicated that students who were female and had higher socioeconomic
status were more likely to participate in cultural activities, and cultural capital had significant effect on the grade of female students. Dumais argued that the lack of
cultural participation by male students was because of the traditional gender stereotypes and that female students might be encouraged to make use of their cultural capital to
50 succeed in school. Reay 1995 explored the presence of habitus in the children’s
practices in two primary classrooms. The findings suggested, “habitus as method with its emphasis on domination in everyday practices and subjective vocations can provide
valuable insights into the power dynamics of gender, class and race relations within classrooms” p. 369.
The studies mentioned above imply that habitus and capital dictate an agent’s participation in a field. An agent with the most capital is more able to “play the game”
within hisher field than others and the manner in which heshe makes use of hisher capital is based on hisher habitus. In the education field, for example, the amount of
capital economic, cultural, and social, a student possesses, that are received from hisher families, communities, and prior experiences and valued in the field, affects
hisher academic or educational success. Griffin et al.2012 conducted a study to examine the role of habitus. They
specifically addressed the following question: “what role does habitus play in the ways in which black immigrant college students engage in the predisposition, search, and
institutional choice phases of the college-choice process?”. This qualitative study of 23 black immigrants attending a public, selective research university used a demographic
questionnaire consisting questions about academics, family background, residency status, engagement in work and out of class activities, and country of origin and
interviews as the data sources. The research findings indicated that participants’ habitus was strongly influenced by culture, prestige, and the value parents placed on education.
Participants’ habitus shaped about educational choices and options, and a college education was viewed by some participants as a critical and important component of
social mobility for themselves and their family. Similarly, based on the fact that few state students apply to elite universities for
example Oxford or Cambridge, Oliver and Kettley 2010 examined the influence of teacher habitus on students’ applications to elite universities. Their qualitative study
involved teachers and students in six institutions and used questionnaires, semi- structured interviews, and focus group interviews as the data sources. The finding
indicated that teachers’ personal beliefs, experiences, and connections shaped their agency in being either facilitators or gatekeepers for students’ applications. The study
suggested widening participation practitioners must pay attention not only to state schools students, but also their teachers since “they play important roles in laying
51 foundations that will ultimately shape the educational and occupational destinations of
their students” Oliver Kettley, 2010, p. 752. Research also exists supporting the view that habitus is transformative. Horvat
and Davis 2011 conducted a mixed-method study quantitative and qualitative of 57 students who took a 10-month-long YouthBuild program an educationalvocational
program for high school dropouts. The curriculum of the program was a mix of job-site experience renovating a house, classroom work, and community service. The program
also provided counseling and assistance in developing a personal growth plan. Using narrative and thematic analysis of in-depth interviews, the finding of the study revealed
that the YouthBuild program touched many aspects of students’ lives and transformed elements of their habitus. Students typically characterized their attitude on life as
pessimistic prior to joining the YouthBuild program. The program then helped them to develop greater self-esteem and self-knowledge and to improve their material
conditions, and to develop the ability to accomplish something of value, and the capacity to contribute to the welfare of others.
2.6.5 Research on Bourdieu’s sociological theory in teacher professional development
