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1.
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.  相似文献   

2.
Despite the frequency with which the concept of neoliberalism is employed within academic literature, its complex and multifaceted nature makes it difficult to define and describe. Indeed, data reported in this article suggest that there is a tendency in educational research to make extensive use of the word ‘neoliberalism’ (or its variants neoliberal, neo-liberal and neo-liberalism) as a catch-all for something negative but without offering a definition or explanation. The article highlights a number of key risks associated with this approach and draws on the Bourdieuian concept of illusio to suggest the possibility that when as educational researchers we use the word ‘neoliberalism’ in this way, rather than interrupting the implementation of neoliberal policies and practices, we may, in fact, be further entrenching the neoliberal doxa. That is to say, we are both playing the neoliberal game and inadvertently demonstrating our belief that it is a game worth being played. In so doing, this article seeks to extend understandings of what illusio means within the context of educational research.  相似文献   

3.
This paper presents a research‐based, theoretically‐informed contribution to the debate on ‘impact’ in educational research, and specifically a response to Gardner's 2011 presidential address to the British Educational Research Association. It begins by discussing the development of the research ‘impact’ agenda as a global phenomenon, and reviews the current state of debate about ‘impact’ in the UK's Research Excellence Framework. It goes on to argue that a radical alternative perspective on this agenda is needed, and outlines Bourdieu's sociology—including his much‐neglected concept of illusio—as offering potential for generating critical insights into demands for ‘impact’. The term illusio in particular calls us to examine the ‘stakes’ that matter in the field of educational research: the objects of value that elicit commitment from players and are ‘worth the candle’. This framework is then applied first to analyse an account of how an ESRC‐funded project that I led was received by different research ‘users’ as we sought to generate impact for our findings. Second, it is used to show that the field of educational research has changed; that it has bifurcated between the field of research production and that of research reception; and that the former is being subordinated to the latter. The paper concludes by arguing that, despite many educational researchers' commitments to ‘make a difference’ in wider society, the research ‘impact’ imperative is one that encroaches on academic freedom; and that academics need to find collective ways in which to resist it.  相似文献   

4.
ABSTRACT

This paper focuses on the development of history teaching in West Germany from the 1970s onwards. When in the early 1970s the relevance of history – both as an academic discipline and as a school subject – was challenged, this led to fierce debates as a multitude of new concepts were being developed. One of these was Annette Kuhn’s revolutionary concept of teaching history which immediately came under attack. This debate – and others – had far reaching consequences. At first glance it was a debate about how to model objects like the English Revolution in a way to make them suitable for the history classroom. At second glance, however, this debate revolved around fundamental issues like the role of history in school, the relation between social sciences and didactics, and history’s relevance for today in general. The debate and its eventual outcome are explained within the framework of Bourdieu’s field theory. The study re-examines the consequences of this debate. In discussing alternatives to Kuhn’s approach, it shows how debates forced upon traditional history led historians to readdress the essentials of historical thinking and thus to gain new theoretical strength which resulted in a stronger position for history at universities and schools as well as in history didactics. This resulted in a specific construction and role of Geschichtsdidaktik in Germany which helps to explain why there is a difference in comparison to other countries.  相似文献   

5.
Evidence from large-scale studies of primary and secondary students’ technology practices at school over the last decade show disparities in student practices and suggest that schools need to do more to cater for all students. Research that explores the influence of social and cultural factors may be useful for understanding such inequality in student practice. Bourdieu’s theory of practice [(1977). Outline of a Theory of Practice. London: Cambridge University Press] is proposed as an example of a sociological theory that can be adopted in educational technology research to move towards understanding the wider complexities of technology practice. To encourage discourse and application of Bourdieu’s sociology in the field of educational technology research, this paper provides an introduction to the theory, a review of its application in research of primary and secondary students’ technology practice and relevant conceptual work. The paper presents a conceptual framework based on Bourdieu’s theory that has been developed through two recent studies, and review of empirical and conceptual works and invites its application in future research so that it can be critiqued and further developed.  相似文献   

6.
The concept of field forms the centre of Pierre Bourdieu’s relational sociology and the notion of ‘autonomy’ is its keystone. This article explores the usefulness of these underexamined concepts for studying policy in higher education. It begins by showing how Bourdieu’s ‘field’ approach enables higher education to be examined as a distinct and irreducible object of study. It then explores the value and limitations of this conceptualization through analyses of policy during two contrasting moments of transition in the same field. First, the insights offered by a field approach are illustrated by analysing the new student debate over the creation of new universities in early 1960s English higher education. This shows how the field’s relatively high autonomy shaped the focus and form of policy debates by refracting economic and political pressures into specifically educational issues. Second, considering contemporary changes in policy highlights how the erosion of the social compact underpinning higher education has increasingly fractured autonomy, necessitating the development of Bourdieu’s conceptualization. A distinction between positional and relational dimensions of autonomy is introduced to capture an increasing disjuncture between the origins of the actors running higher education and of the principles they are adopting, respectively. These concepts are utilized to illuminate the effects of current moves towards marketization and managerialism in higher education on principles, practices and identities within the field.  相似文献   

7.
This paper explores the educational and migrational pathways which a number of middle-class women from Bangladesh took as they grew up in the 1980s and 1990s. It draws on qualitative research, conducted between July and November 2011, with highly educated Bangladeshi women who migrated to Britain in the early 2000s. French Sociologist Pierre Bourdieu's critique of education, as a means of middle-class social reproduction [Bourdieu, P., and Jean-C. Passeron. ([1977] 1990). Reproduction in Education, Society and Culture. 2nd ed. Translated from the French by Richard Nice. London: Sage], and his notion of ‘academic capital’ [Bourdieu, P. 1984. Distinction: A social Critique of the Judgement of Taste. Translated from the French by Richard Nice. London: Routledge; Bourdieu, P. 1986. “The Forms of Capital.” In Handbook of Theory and Research For the Sociology of Education, edited by J. G. Richardson, 241–258. New York: Greenwood] are applied to this empirical data. While the participants’ experiences of early education confirms Bourdieu's arguments, in terms of the centrality of the family's educational and cultural capital in making a qualitative difference to their children's academic achievements, the analysis of the participants’ higher education complicates this picture. Here, the paper calls Bourdieu's umbrella term ‘academic capital’ into question. The author suggests that three categories of academic capital were needed to explain the different and unequal ‘value’ of the participants’ academic qualifications before and after migration. These are – elite, standard and general. Through this exploration of these women's educational and migrational pathways, and the classed and gendered nature which many of them took, this paper seeks to further the feminist project of making Bourdieu's theories ‘useful’ in understanding contemporary issues which affect women's lives (Adkins, L. 2004. “Introduction.” In Feminism After Bourdieu, edited by L. Adkins and B. Skeggs, 110–128. Oxford: Blackwell, 3).  相似文献   

8.
This paper draws on Bourdieu’s concepts of field, capital and habitus to examine the learning and enculturation of alumni of a Canadian PhD programme in the discipline of Education. We introduce the concept of doctoral capital to help explain how and why some PhD graduates go on to secure faculty positions and others do not. Our research suggests that certain existing and acquired academic practices, attributes, dispositions and behaviours collectively form a type of doctoral capital that alumni can then use in the academic marketplace.  相似文献   

9.
This paper considers the logic of practice of the French sociologist Pierre Bourdieu in relation to critical action learning: in particular habitus which is co-created with field and the interplay amongst the two in the form of misrecognition and risk. We draw on interviews with participants who have experienced action learning as part of an NHS leadership programme. We argue that Bourdieu provides helpful ways of understanding and explaining the complex processes of social interactions which are centre stage in action learning – especially the ‘social friction’ through which action learners gain new insights and new prompts to action in their workplace from learning set members. These insights can support action learning practitioners keen to explore their own practice.  相似文献   

10.
Abstract

Bourdieu carved out a distinctive analytical niche for his reflexive sociology. His epistemological tool of field analysis, sometimes coupled with statistical correspondence analysis, is particularly powerful when deciphering the matrix of objective structures and subjective structures within social spaces (field) where agents vie for positions (capital), strategise dispositions (habitus), and negotiate practices. When grappling with the inner workings of the social world and the logic of practice within the social world, Bourdieu favours his field theory over network theory and considers correspondence analysis to be superior to regression analysis. In this paper, I argue that Bourdieu’s canonical theory-laden analytical framework does not exclude other methodological approaches. Indeed, Bourdieu himself argues against ‘methodological monotheism’. I therefore make an attempt to develop a Bourdieusian approach to Social Network Analysis (SNA) and regression analysis, despite Bourdieu’s explicit rebuttal to these methodological schools. To this end, I first review Bourdieu’s rebuttal to network analysis and regression analysis. I then tentatively incorporate SNA and regression into Bourdieu’s analytical framework. This is followed by an example of using SNA and regression in Bourdieusian research conducted in a Chinese educational context. In this vein, I engage with a Bourdieusian rebuttal to Bourdieu’s rebuttal.  相似文献   

11.
Recent reform initiatives calling for ‘civic’ (‘public-good’ or ‘democratic’) professionalism can be seen as a response to the widely reported decline in public trust in the professions and an attempt to partially remedy this problem through a more publically engaged professionalism. The author draws on the political philosophy of Hannah Arendt, identifying the strong, albeit in the professionalism literature rarely acknowledged, affinities between civic professionalism and her concept of action as (collective) freedom through public deliberation. Using the three modalities of the active life that Arendt discusses in The Human Condition (labour, work and action) as analytical tools, the author suggests that changing conditions in the public sector have led to professional life increasingly taking on the forms of labour and work, at the expense of action. The implications of these developments are highlighted before the author proceeds to show that a professional life oriented strongly towards action is consistent with ‘civic’ professionalism based on community engagement. Some of the main approaches traditionally taken to promote a civic orientation among university students are noted; the article concludes with a discussion of how the specific concepts underlying Arendtian action can be put to work in university pedagogies to intentionally promote the public ‘civic-minded professional’.  相似文献   

12.
ABSTRACT

This theoretical paper argues that Feminist Science and Technology Studies (FSTS) can help advance the emancipatory project in critical Ed Tech research. To support this claim, we deploy Tsing’s concept of ‘scale-making projects’ (2005. Friction: An Ethnography of Global Connection. Princeton, NJ: Princeton University Press) to connect ‘global’ narratives to ‘local’ users in a mobile learning project for Kenyan health workers. Drawing from this exemplar case, we discuss more broadly how FSTS provides useful theory and methods for tracing the trans-national power relations of digital technologies ‘on the ground’. The paper concludes by advocating for new forms of emancipatory Ed Tech research – ones framed not only within oppositional pairings such as ‘global’ versus ‘local’, but which elucidate how binaries themselves are constituted through far-flung trans-national arrays of sociomaterial practice.  相似文献   

13.
Abstract

In the edited book “Bourdieu and Chinese Education”, a group of scholars in China, Australia, Canada, and the USA engage in a dialogue with Bourdieu and raise persistent questions not only about issues of equity, competition, and change in Chinese education, but also about the value, venture, and violence in using established Western intellectual frameworks for analysing Chinese education. In response to these questions, this special issue analyses and discusses Chinese rural education, teacher education, language education, health and physical education, and transnational education; and proposes a series of new conceptualisations, for example, regression- and network-based field analysis, Bourdieu-Chinese philosophy encounter, field of mediation, localised pedagogical capital, and new Chinese habituses (e.g., contemptuous habitus, diasporic cosmopolitan habitus, habitus (re)structuring). Such collective effort responds to the strident, and sometimes misleading, castigation of Bourdieu for determinism; and also disputes the non-reflexive, celebratory tone that consecrates the French sociologist and his canonical theorem, and hence reproduces the symbolic violence in the doxic academia. In this vein, the special issue is respectful for, but not restricted to, Bourdieu’s sociology, showing no timidity in questioning and contesting the framework of the famed thinker when research problems and findings demand so.  相似文献   

14.
This paper explores the potential of habitus to provide a window on the psychosocial. The paper works with a notion of psychosocial study as inquiry into the mutual constitution of the individual and the social relations within which they are enmeshed. At the same time it attempts to deepen and enrich notions of habitus. Although the strong focus on agency and structure has overshadowed the role of emotions and the emotional life of individuals within conceptualisations of habitus in Bourdieu’s work, the paper argue that there are strong links between the psychosocial and Bourdieu’s concept of habitus. Drawing on empirical data on the affective aspects of living in an unequal society, the paper seeks to develop a psychosocial understanding of habitus that allows for a better and richer understanding of how the exterior – wider social structures – is experienced and mediated by the interior, the psyche.  相似文献   

15.
This paper draws on a research study into the existence and use of different forms of capital – including social, cultural and physical capital – in three independent schools in Scotland. We were interested in understanding how these forms of capital work to produce and reproduce advantage and privilege. Analysis is framed by a multiple capitals approach drawing on and developing the work of Putnam and especially Bourdieu. We suggest that sport plays a role with important effects for strong bonding and for the production of symbolic capital in the form of branding by each school.  相似文献   

16.
Abstract

This article extends recent attempts to think (post)qualitative research together with decolonial, postcolonial and other critiques – as a frictional, fraught encounter. I review how the concept of voice has been used in past and present research with children and young people: from research speaking about children and young people, dialogical speaking with the ‘agentic’ young person, poststructural refusals of ‘raw voices’ speaking for themselves, and (post)qualitative onto-epistemological experiments with utterances spoken in research assemblages. Reading one of my research practices – the mis/use of cloth puppets with high school students – through recent critiques of (post)qualitative work, two particular concerns materialize: accounting for relations between past and present research, and accounting for what comes to matter during and after research encounters.  相似文献   

17.
Two‐way immersion is a model for bilingual education designed to help language‐minority students develop additive bilingualism while at the same time offering language‐majority students a chance to learn a second language. There is a great deal of rhetoric around two‐way immersion that claims these programs aim to improve overall equity among diverse groups of learners. The article begins with a brief review of the available research on two‐way immersion education. Then, using Bakhtin’s concept of dialogue and Bourdieu’s and Gee’s ideas of discourse/Discourse, this article takes a close‐up look at the discourse patterns in one second‐grade two‐way immersion classroom in Northern California, with an eye to uncovering how the teacher deliberately attempts to expose students to ‘alternative’ discourses and to lead language‐minority students to construct positive identities as learners. The ultimate question the article attempts to address is whether and to what extent any classroom program can create lasting change in the larger society through exposing students to ‘alternatives’ to mainstream dominant discourses within the context of classroom norms and activities.  相似文献   

18.
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19.
Many universities today are businesses, embracing the priorities and values of any other consumerist enterprise. There is an argument that, insofar as the phenomenon of marketisation is a function of what (Michaels, F. [2011]. Monoculture: How one story is changing everything. Red Clover Press) terms a global economic ‘monoculture’, these developments are inevitable. Nevertheless, this article argues against such rhetoric that embraces the neoliberal principle of unrestrained growth and that has public universities adopting a business model, applying managerialist approaches, measuring and – most importantly in the context of this article – expressing worth and purpose in corporate terms, as these prioritise commerce over the cultivation of creative and critical thought essential to healthy social functioning. It argues for an educational environment that enables multiple ways of seeing, thinking and living to flourish. The particular focus is on the deleterious effects of corporatising language within universities. I reflect upon how this language is used to express notions of value and to shape identity. In (Fairclough, N. [2004]. Analysing discourse: Textual analysis for social research. London: Routledge) phrasing, texts ‘have causal effects upon, and contribute to changes in, people?…?actions, social relations, and the material world’; thus, I examine language-based conceptual inadequacies, misrepresentations, and what Bourdieu terms ‘unconscious inclusions’ – within many contemporary universities. I then consider what style of language, what other attitudes and approaches, actually support the university as a learning place with a specific cultural role, rather than presenting it as another ‘multi-output organisation’.  相似文献   

20.
This paper is concerned to demonstrate the usefulness of the theory of Bourdieu, including the concepts of field, logics of practice and habitus, to understanding relationships between media and policy, what Fairclough has called the ‘mediatization’ of policy. Specifically, the paper draws upon Bourdieu’s accessible account of the journalistic field as outlined in On television and journalism. The usefulness of this work is illustrated through a case study of a recent Australian science policy, The chance to change. As this policy went through various iterations and media representations, its naming and structure became more aphoristic. This is the mediatization of contemporary policy, which often results in policy as sound bite. The case study also shows the cross‐field effects of this policy in education, illustrating how today educational policy can be spawned from developments in other public policy fields.  相似文献   

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