Habitus(con)figuration in Higher Education: Diffracting Bourdieu Through Posthumanism

Abstract

This chapter reimagines Pierre Bourdieu's concept of habitus through posthumanist theory, using the method of diffractive analysis. It explores how both human and nonhuman things (con)figure habitus by decentering humans as the main point of reference. First, an introduction is given to Bourdieu's theoretical concept of the habitus and its relevance for higher education research. This is then diffracted through the posthumanist ideas of (con)figuration, becoming with and nonhuman entities such as matter, companion species and technology. Finally, the resulting posthumanist concept of habitus(con)figuration is characterized by an attention to the agency of nonhuman matter and the processuality of the emergence of habitus. Applying this concept to students' experiences of social class shifts the way these are approached theoretically in higher education research, placing greater emphasis on non-linear entanglements. The chapter concludes with a set of questions that can be applied to empirical work when considering working with the concept of habitus(con)figuration.

Citation

Köbli, N.A. (2024), "Habitus(con)figuration in Higher Education: Diffracting Bourdieu Through Posthumanism", Huisman, J. and Tight, M. (Ed.) Theory and Method in Higher Education Research (Theory and Method in Higher Education Research, Vol. 10), Emerald Publishing Limited, Leeds, pp. 77-93. https://doi.org/10.1108/S2056-375220240000010005