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Practice chains of production and consumption : mediatized practices across social fields

Rawolle, Shaun 2010, Practice chains of production and consumption : mediatized practices across social fields, Discourse : studies in the cultural politics of education, vol. 31, no. 1, pp. 121-135, doi: 10.1080/01596300903465468.

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Title Practice chains of production and consumption : mediatized practices across social fields
Author(s) Rawolle, ShaunORCID iD for Rawolle, Shaun orcid.org/0000-0002-7514-0660
Journal name Discourse : studies in the cultural politics of education
Volume number 31
Issue number 1
Start page 121
End page 135
Total pages 15
Publisher Routledge
Place of publication Abingdon, England
Publication date 2010-02
ISSN 0159-6306
1469-3739
Keyword(s) practice chains of production and consumption
Bourdieu
hijacking the event
policy–media interactions
mediatization
Summary The argument developed in this paper is that a focus on practice provides some resolutions to methodological problems facing Bourdieuian scholarship in education. In order to develop Bourdieu's work on practice to account for the interactions between practices, this paper presents a conceptualization of practice as chains of production and consumption. The first part of the paper reviews the account of practice offered by Bourdieu both embedded in practice games and as field effects. The second part of the paper introduces practice chains of production and consumption as a way to conceptualize practice by drawing on a case involving print journalists' involvement with policy makers over the course of an Australian policy review. The final section presents a discussion of this conceptualization and highlights the potential of the concept for further research in understanding the processes of educational policy development.
Language eng
DOI 10.1080/01596300903465468
Field of Research 160506 Education Policy
Socio Economic Objective 939902 Education and Training Theory and Methodology
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2010, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30025013

Document type: Journal Article
Collection: School of Education
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