Suchergebnisse

In Japan, neoliberal discourses rationalize English language proficiency as a pathway to meritocratic reward and success in the global knowledge economy. With this ideology in mind, this review engages the market orientation of English domestically and the causative implications of class-distinguished capital. Specifically, Bourdieu's theory of social reproduction is employed to foster comprehension of Japanese foreign language policies in which English substantiates itself as a valuable source of cultural investment. Notwithstanding the supposedly meritocratic intention of the Japanese state, this study concludes that credentialism, hierarchization, and marketization function in concert with a survival of the fittest corollary that, per globalized ideological-discursive assumptions, constrains agency through the justification of ELL as a vocational and civic moral worth. This conflation of internationalization and Englishization is better understood as an instrument of dominance, with the agency to participate in ELL interlocking with an incontrovertible doxa that rationalizes the economic, social, and political hierarchy.

In recent years, educational research describing the sociological impact of the English language has drawn increasingly on the theories of Pierre Bourdieu to account for the mechanisms by which ELT imbricates in social stratification. Accordingly, this critical study takes as its analytical focus the Bourdieusian concepts of "habitus," "capital," and "field" in an effort to illustrate the structural and cognitive pressures that drive English language education and thus intergenerational social inequality. Specifically, Bourdieu's model is employed to foster a theoretical comprehension of the post-globalization developmental strategies of the Republic of Korea during a period of sustained political and social reform. It has been shown that the interplay between Korea and internationalization has resulted in the identification of English as a resource crucial to the accumulation of capital within the transnational arena. This conflation of internationalization and Englishization acts not only as an instrument for responding to global pressures but a vehicle for elite privilege reinforcement, sustaining circular forms of socioeconomic inequality on the basis of language proficiency-to the advantage of the agentive forces behind the local dissemination of English and the disadvantage of broader subaltern populations. As a consequence, EFL instrumentalization within the Korean sociolinguistic field is illustrative of the measures by which dominant classes propagate self-aggrandizing values and norms via the manipulation of cultural capital, thereby achieving the hegemonic subjugation of subordinate groups via structural and ideological mechanisms.

Despite the social change of the last decade or so, everyday observation reveals that the sexes still tend to live in different social worlds: one for boys (sports, business) and another for girls (babies, typing). In the latter, serious ac tive involvement in sport — ''masculine" sports in particular — seems generally not encouraged. An extensive literature on sex-role socialization illuminates the mechanisms that explain why this is so. The other side of the coin, however, is less apparent. What social forces account for those girls and women who do become seriously involved in sport? Do they undergo socialization similar to, or significantly different than, their male counterparts? In recent years, a few researchers have begun to pay attention to this pro cess (see Kenyon and WcPherson, 1972), and some of the more important determi nants of sport involvement have emerged-for males. Not surprisingly, there is a paucity of research on wemen, a commentary probably both on their devalued status relative to men and on the tension between the roles, "female" and ''athlete". The present paper adds to the small amount of empirical data that have begun to fill this void. It focuses on sex differences in socialization into sport; specifical ly, on the influence of socializing agents.

Tentative verification was obtained for the hypothesis that violence precipitates collective violence. Sixty‐eight reports of sport‐related "hostile outburts" were taken from the Toronto Globe And Mail, for the years 1963–1973. In three quarters of these incidents there were accounts of extraordinary violence‐usually player assaults on opposing players‐prior to the collective episodes. This finding is understandable social psychologically when the "precipitating" properties of violence are seen in the context of "hostile belief" and emotional arousal often present in spectator‐oriented sports.

Des entrevues auprès de joueurs de hockey d'écoles secondares ont fourni des données quant à leurs perceptions des sanctions offertes par leurs groupes de référence normatifs concernant le comportement aggressif. Les résultats indiquent que si les joueurs percoivent des différences entre les sanctions offertes par chaque groupe de référence, il y a approbation d'une variété de comportements aggressifs. Une analyse factorielle a révélé que les sanctions venant (i) du père, (2) de la mère, (3) des confrères qui ne sont pas joueurs et (4) des membres de l'équipe et de Fentraineur constîtuent des dimensions conceptuelles distinctes. Dans l'optique du concept de justification, la violence dans les sports ainsi que dans d'autres sphères sociales, n'est pas anormale mais représente plutôt une conduite approuvée par les normes sociales.Interviews with Toronto high school hockey players yielded data pertaining to players' perceptions of their normative reference groups' sanctions for assault. Results indicated that although players viewed each reference group's sanctions as somewhat distinctive, there was approval of a variety of assaultive behaviours. Factor analysis revealed that the sanctions of (1) father, (2) mother, (3) nonplaying peers, and (4) teammates and coach formed independent conceptual dimensions. In light of the concept of legitimation, much of the violence in sport, as in other social spheres, is not aberrant, but rather is socially acquired normative conduct.