PowerPoint Presentation

Kristoffer GreavesLawyer and PLT teacher: a Bourdieuan Approach

1A Fish Out of Water?

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INDIVIDUAL AGENTSORGANISATIONAL AGENTS

FIELD

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AGENTS AND FIELD

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6CATEGORIES OF CAPITAL

SYMBOLIC VIOLENCE

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Is the Habitus concept deterministic?

Habitus constrains but does not determine conduct

Agents have creative, active and inventive capacities8

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Dominant Jurisprudential Debate11ABSOLUTE AUTONOMYTOOL OF DOMINANT GROUPS

Neither Formal nor Instrumental12

TECHNICAL MASTERY

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STRUCTURAL HOSTILITY

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FUNCTIONAL COMPLEMENTARITY

SYMBOLIC STRUGGLES

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THREE MOMENTS16

THREE STUDIES17

18ETHNOGRAPHIC STUDYDEPLOYMENT OF TOOLS OF SOCIAL CAPITALDIFFERENCE BETWEEN BEING AND BECOMING

19ISSUE OF CLASSCAREER TRAJECTORIESINEQUALITIES WITHIN THE LEGAL PROFESSION

20FIELD AND HABITUSSOCIAL AND CULTURALCAPITALCULTURAL PATTERN

A Scholarship of Teaching in Practical Legal Training?21

My questions:

22What is the position of the field of Practical Legal Training (PLT) in Australia in relation to other legal fields,and the field of power?

My questions:

23What are the objective structures of relations between agents vying for legitimate authority in the field of PLT?

My questions:

24What is the Habitus of PLT teachers, their system of dispositions and their trajectory?

My questions:

25How does PLT teachers Habitus affect their motivation and capability to pursue a Scholarship of Teaching?

My questions:

26How do individual and organisational agents symbolic representation of teaching support scholarship of teaching?

My questions:

27How do organisational allocations of resources support a scholarship of teaching?

My questions:

28What are the strategies and tactics of PLT teachers seeking to pursue a scholarship of teaching?

5 July 2012kgg@deakin.edu.au

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