Rawolle, Shaun and Lingard, Bob 2013, Bourdieu and educational research: thinking tools, relational thinking, beyond epistemological innocence. In Murphy, Mark (ed), Social theory and education research : understanding Foucault, Habermas, Bourdieu and Derrida, Routledge, New York, NY, pp.117-137.
The main aim of this chapter is to provide an introduction to the theoretical work of Pierre Bourdieu, and to outline different ways in which Bourdieu’s work is influential and has been engaged with in education research and to suggest implicitly the usefulness of this work for educational researchers. In order to do this, we draw on a range of Bourdieu’s own writing published singly or with colleagues, emphasising in particular his engagements with education. Part of our treatment also deals with his wider writing that has subsequently been influential for education researchers, and in particular Bourdieu’s anthropological writing and account of practice (Bourdieu 1977, 1990), his approach to social class and cultural issues, his account of the judgement of taste and distinctions (Bourdieu, 1984), and his later politically focused writing (Bourdieu, 1989/1996, 2003, 2004c, 2005a).
Field of Research
139999 Education not elsewhere classified 160809 Sociology of Education
Socio Economic Objective
930499 School/Institution not elsewhere classified
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.
Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO.
If you believe that your rights have been infringed by this repository, please contact email@example.com.
Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact firstname.lastname@example.org.