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Emotional capital as a neoliberal strategy of identity : coaching upper middle class subjectivities in Poland

100%

Mokrzan M.

Český lid: etnologický časopis (Český lid: Ethnological journal)

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2019

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vol. 106

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issue 2

205-228

EN

This article suggests that emotional capital as an embodied form of cultural capital can be treated as a neoliberal strategy of identity. The ethnographic research is based within a community of Polish coaches and their clients (coachees). The paper argues that the identity and the status of upper middle class members are built, not only through accumulating material goods and creating beneficial social relations, but also on adopting lifestyle habits such us participating in coaching practices, in order to attain self-awareness, emotional well-being as well as the ability to manage emotions. From my analytical perspective, one can see coaching as a materialisation of neoliberal technologies of governmentality, helping to reach and tweak the cognitive-emotional dispositions that make up a form of emotional capital. Being self-aware and emotionally mature, thus more productive, becomes a key element in the upper middle class members’ production of self-image, which were effectively the objects of my research. They define themselves, as well as the members of the class they associate with, on the basis of a neoliberal logic and the discourse of psy-disciplines.

2

Emotional Capital as a Type of Parental Strategy in Relation to Secondary School Choice Making

86%

Sirkovská M.

Kultura i Edukacja

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2013

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issue 5(98)

185-206

EN

The study examined two types of parenting and their relationships with the parents’ involvement in the education of their children. A small-scale study1 of one classroom at a urban public school in the Czech Republic suggests that children from families with different backgrounds and different attained education perceive distinct types of parental upbringing styles in relation to their education achievement: the article discusses helicopter and submarine parenting. The main interest is dedicated to helicopter and submarine parenting in their weak and contradictory forms since the research revealed these two forms to be the most prevalent in the studied classroom. As the research data indicates, these two parental models are associated with specific dimensions of emotional capital. The survey revealed that the children of helicopter parents clearly benefit from parental involvement since their parents effectively transform their emotional capital into cultural capital.

3

Kapitał emocjonalny w perspektywie całożyciowego uczenia się - ujęcie adaptacyjne versus krytyczne

58%

Góralska R.

Rocznik Andragogiczny

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2016

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vol. 23

83-102

EN

The aim of this article is to formulate the concept of emotional capital. It was first introduced by Benedicte Gendron. It is defined as a set of resources – emotional and social competences – which are significant from the perspective of one’s personal, social and professional development. The emotional capital is crucial in the context of the individual’s life. It plays a vital role in the day-to-day life of a school child as well as of an adult in a workplace. Moreover, it is a relevant aspect of one’s functioning in the local community and in the process of building a civic society. Terms such as human, social and cultural capital are explained in the text. The paper compares two different perspectives on capital’s definition: the economic capital which is associated with Robert Putnam, James Coleman and Francis Fukuyama and the social capital connected with the Pierre Bourdieau’s theory of capital. The further speculation about an appropriate definition of a social capital was based on these two different approaches. In the summary, the paper points to the educational aspect of a lifelong emotional development.

PL

Celem artykułu jest charakterystyka kategorii pojęciowej, jaką jest kapitał emocjonalny. Pojęcie to zostało wprowadzone przez Benedicte Gendron i jest definiowane jako zbiór zasobów, tj. kompetencji emocjonalnych i społecznych, które są znaczące z perspektywy rozwoju osobistego, społecznego i zawodowego jednostki. Kapitał emocjonalny jest ważny w kontekście całego życia człowieka, tj. zarówno dla funkcjonowania dzieci i młodzieży w szkole, jak i dorosłych w miejscu pracy. Odgrywa też znaczącą rolę w funkcjonowaniu jednostek w społeczności lokalnej oraz w budowaniu społeczeństwa obywatelskiego. W artykule wyjaśniono pojęcia: kapitał ludzki, społeczny, kulturowy i dokonano zestawienia dwu odmiennych perspektyw kapitału: ekonomiczno-liberalnego, kojarzonego z nazwiskami Roberta Putnama, Jamesa Colemana i Francisa Fukuyamy oraz socjologiczno-krytycznego, związanego z teorią kapitału Pierre’a Bourdieu. Te odmienne sposoby rozumienia kapitału społecznego stały się podstawą do sformułowania dwoistej definicji kapitału emocjonalnego i pokazania różnic pomiędzy wyróżnionymi stanowiskami. W podsumowaniu wskazano na edukacyjne implikacje ważne w kontekście całożyciowego rozwoju emocjonalnego człowieka.

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Emotional capital as a neoliberal strategy of identity : coaching upper middle class subjectivities in Poland

Emotional Capital as a Type of Parental Strategy in Relation to Secondary School Choice Making

Kapitał emocjonalny w perspektywie całożyciowego uczenia się - ujęcie adaptacyjne versus krytyczne