Read more
While education researchers have drawn on the work of a wide diversity of theorists over the years, much contemporary theory building in these areas has revolved around the work of Pierre Bourdieu.
Theory as Method aims to develop the capacity of students, researchers and teachers to successfully put Bourdieu's ideas to work in their own research and prepare them effectively for conducting Masters and Doctoral scholarships.
Contextualising the various concepts within the broader oeuvre of Bourdieu's theoretical approach,
Theory as Method will be a useful guide for practitioners, student teachers, researchers, policy makers and academics.
List of contents
Introduction
- Introduction: Bourdieu and education research (Mark Murphy and Cristina Costa)
Section 1: Researching Educational Identities
- Negotiating Chineseness through Chinese heritage language learning: the role of habitus (Guanglun Michael Mu)
- The production of identity capital through school (Jo Warin)
- Doxa, digital scholarship and the academy (Cristina Costa and Mark Murphy)
Section 2: Researching Equity in Education
- Operationalizing Bourdieu, interrogating intersectionality and the underachievement of primary level Afro-Trinidadian boys (Ravi Rampersad)
- Inequalities, parental social capital and children’s education (Maria Papapolydorou)
- Doing critical educational ethnography with Bourdieu (Katie Fitzpatrick and Stephen May)
Section 3: Researching Educational Leadership and Management
- Mobilising Bourdieu to think anew about educational leadership research (Scott Eacott)
- Narrative inquiry as a methodology for embedding Bourdieu’s tools (Bruce Kloot)
Section 4: Researching Teacher Education
- Turning a Bourdieuian lens on the teaching of English in primary schools: linguistic field, linguistic habitus and linguistic capital (Naomi Flynn)
- Stimulating conversations between theory and methodology in mathematics teacher education research: Inviting Bourdieu into self-study research (Kathleen Nolan)
Conclusion
- Conclusion: Method as theory: (re)exploring the intellectual context of education research (Cristina Costa and Mark Murphy)
About the author
Mark Murphy is Reader in Education and Public Policy at the University of Glasgow, UK.
Cristina Costa is a Lecturer in Technology Enhanced Learning in the School of Education, University of Strathclyde, UK.
