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Evoking and provoking Bourdieu in educational research

Gale, Trevor and Lingard, Bob 2015, Evoking and provoking Bourdieu in educational research, Cambridge journal of education, vol. 45, no. 1, pp. 1-8, doi: 10.1080/0305764X.2014.998626.

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Title Evoking and provoking Bourdieu in educational research
Author(s) Gale, TrevorORCID iD for Gale, Trevor orcid.org/0000-0003-3927-9267
Lingard, Bob
Journal name Cambridge journal of education
Volume number 45
Issue number 1
Start page 1
End page 8
Total pages 8
Publisher Routledge
Place of publication Abingdon, Eng.
Publication date 2015
ISSN 0305-764X
1469-3577
Summary This paper provides an introduction to this special issue of the Cambridge Journal of Education on ‘Evoking and provoking Bourdieu in educational research’. In the course of providing a critical synopsis of each paper, we consider how and why the authors work with and after Bourdieu, both evoking and provoking his thinking tools (particularly field, capital and habitus, but also doxa, misrecognition and illusio) and his methodological disposition that rejects ‘epistemological innocence’. We note that Bourdieu himself invited such provocation and that this is especially needed as the social continues to change, given the new spatialities of globalisation and growing social and economic inequalities. That is, we acknowledge that the empirical and the theoretical are always imbricated in each other, a theme pursued throughout the collection.
Language eng
DOI 10.1080/0305764X.2014.998626
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C2 Other contribution to refereed journal
Copyright notice ©2015, University of Cambridge, Faculty of Education
Persistent URL http://hdl.handle.net/10536/DRO/DU:30078746

Document type: Journal Article
Collection: School of Education
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