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Evoking and provoking Bourdieu in educational research

Version 2 2024-06-13, 09:05
Version 1 2015-10-05, 14:39
journal contribution
posted on 2024-06-13, 09:05 authored by T Gale, B Lingard
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.

History

Journal

Cambridge journal of education

Volume

45

Pagination

1-8

Location

Abingdon, Eng.

ISSN

0305-764X

eISSN

1469-3577

Language

eng

Publication classification

C2 Other contribution to refereed journal, X Not reportable

Copyright notice

2015, University of Cambridge, Faculty of Education

Issue

1

Publisher

Routledge

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