48 to explore teachers’ pedagogic habitus and the extent to which those pedagogic habitus
are capable of change following teachers’ engagement in teacher self-evaluation as a mediational activity. Therefore, I next discuss the reproduction and transformation of
habitus.
2.6.3 Reproduction and transformation of habitus
Habitus is often criticized as having a tendency to be constraining and deterministic, as prioritizing social reproduction above transformation
e.g.,Canagarajah, 1993; Giroux, 1983; Jenkins, 1992. Such critique is understandable since Bourdieu remarks that structured and reproductive nature is important for its
formation and operation Setten, 2009. Nash 1990 claims that the Bourdieu’s theory of practice contradicts “the theory of action, blurs the concepts of choice, and introduces
confusion, circularity, and pseudo-determinism” p. 445. Similarly, Adams 2006 and Reay 2004 point out that Bourdieu’s theory is criticized as overly deterministic and
poorly articulated. In addition, habitus is viewed as rigid and deterministic, creating limited space for agency Lovell, 2000. However, some argue that habitus has the
potential of transformative e.g., Browne-Yung et al., 2013; Crossley, 2002a; Harker May, 1993; Horvart Davis, 2011; Mills, 2008; Tobin, et al., 1999 and some consider
that habitus has a tendency to be both reproductive and transformative e.g., Ilyenkov, 1977; Reay et al., 2001; Roth, 2002.
Nevertheless, Bourdieu himself argues that habitus can transform and be transformed by the social fields we negotiate during our life course Bourdieu, 1990. In
addition, Bourdieu and Wacquant 1992 point out:
Habitus is not the fate that some people read into it. It is an open system of dispositions that is constantly subjected to experiences, and therefore constantly
affected by them in a way that either reinforces or modifies its structures. It is durable but not eternal p. 133.
In line with the above arguments, it can be said that the experiences make an important contribution that affect the opportunity for habitus to reproduce or transform.
Furthermore, Browne-Yung et al. 2013 remark that the habitus does not restrict an individual’s strategic capacities and when an individual challenges experiences or ideas,
the habitus can potentially be transformed.
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
