Mapping Transnational Habitus

This book surveys and critiques existing empirical and theoretical literature on the Bourdieu-informed concept of transnational habitus. The term "transnational” has been used widely in studies of migration research where it has allowed scholars to have a deeper understanding of the practices not only of migrants moving across national borders but also of agents taking positions in transnational spaces without necessarily criss-crossing different nation states. Focusing on the potential of transnational habitus as an analytical tool, the authors propose a model of transnational habitus to identify integral key factors for the operationalisation in research. Drawing on reflexivity, the authors analyse transnational selves and map transnational spaces of classification. Identifying strengths, inconsistencies and key problems in this rapidly developing body of literature, this interdisciplinary and international book will be of interest to students and scholars in sociology, anthropology, migration studies, cultural studies, human geography, as well as diaspora studies. Garth Stahl is Associate Professor in the School of Education at the University of Queensland, Australia. His research interests lie on the nexus of neoliberalism and socio-cultural studies of education, identity, equity and inequality, gender and youth, and social change. Guanglun Michael Mu is Associate Professor and Enterprise Fellow at the University of South Australia. As a sociologist of education, he is interested in building resilience in (im)migration contexts. Kun Dai is Assistant Professor at the Department of Educational Administration and Policy, Faculty of Education, The Chinese University of Hong Kong. His research interests include international and comparative education, transnational higher education, education policy, and intercultural learning and adjustment. Hannah Soong is Senior Lecturer at the University of South Australia. As a sociologist of education, she is interested in interdisciplinary studies of education-migration trajectories as well as the ethical engagement with global shifts and relations in education.