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Capitalizing on Bourdieu : how useful are concepts of `social capital` and `social field` for researching `marginalized` young women?

Allard, Andrea C. 2005, Capitalizing on Bourdieu : how useful are concepts of `social capital` and `social field` for researching `marginalized` young women?, Theory and research in education, vol. 3, no. 1, pp. 63-79, doi: 10.1177/1477878505049835.

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Title Capitalizing on Bourdieu : how useful are concepts of `social capital` and `social field` for researching `marginalized` young women?
Author(s) Allard, Andrea C.
Journal name Theory and research in education
Volume number 3
Issue number 1
Start page 63
End page 79
Total pages 17 p.
Publisher Sage
Place of publication Thousand Oaks, Calif.
Publication date 2005
ISSN 1477-8785
1741-3192
Keyword(s) at risk youth
Bourdieu
economic status
educational policy
gender
social capital
social field
Summary This article considers Bourdieu’s concepts of ‘social capital’ and ‘social fields’, comparing and contrasting his use of these concepts with that of James Coleman and Robert Putnam. It examines how Bourdieu’s ideas offer a different way of understanding the lives of economically disadvantaged young women designated as ‘at risk’ of leaving school early. A micro-level analysis is made of ‘Bluey’s story’, a narrative derived from data gathered during a three-year research project on young women’s negotiations from the margins of education and work in Australia. Deconstructing Bluey’s narrative reveals how social capital is deployed (sometimes unsuccessfully) in a range of social fields. Such narratives can thus be used to ‘speak back’ to educational policies, to provide alternative insights into the issues and needs of economically disadvantaged young women and to challenge current constructs of ‘at risk’.
Language eng
DOI 10.1177/1477878505049835
Field of Research 160809 Sociology of Education
Socio Economic Objective 970116 Expanding Knowledge through Studies of Human Society
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2005, Sage Publications
Persistent URL http://hdl.handle.net/10536/DRO/DU:30003174

Document type: Journal Article
Collection: School of Scientific and Developmental Studies in Education
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