The Bloomsbury Handbook of Bourdieu and Educational Research

Herausgeber: Stahl, Garth; Weininger, Elliot B; Ayling, Pere; Mu, Guanglun Michael

• Gebundenes Buch

Produktbeschreibung

This book is the first international reference work to showcase the diversity of ways of using Bourdieu's sociological toolkit in educational research. Written by scholars based in Australia, Brazil, Canada, China, Indonesia, Hong Kong, the UK, and the USA, the handbook provides a unique and cutting-edge picture of how Bourdieu has been both used and adapted in educational research globally. The book will be useful for those who may only have a cursory knowledge of Bourdieu's tools as well as those who are already familiar with Bourdieu's work. The chapters cover a wide range of topics including educational leadership, teacher preparation, space/place, educational policy, literacy education, marginalised students, and student mobility.

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Produktdetails

• Verlag: Bloomsbury Academic
• Seitenzahl: 400
• Erscheinungstermin: 8. Februar 2024
• Englisch
• Abmessung: 244mm x 169mm x 25mm
• Gewicht: 454g
• ISBN-13: 9781350349162
• ISBN-10: 135034916X
• Artikelnr.: 68212726

Autorenporträt

Garth Stahl is Associate Professor of Education at the University of Queensland, Australia. He is a co-founder of the Bourdieu in Educational Research SIG for the American Educational Research Association. Guanglun Michael Mu is Enterprise Fellow and Associate Professor at the University of South Australia, Australia. Pere Ayling is Senior Lecturer in the School of Social Sciences and Humanities at University of Suffolk, UK. Elliot B. Weininger is Professor of Sociology at SUNY Brockport, USA.

Inhaltsangabe

Introduction: Applying Bourdieu in Educational Research, Garth Stahl
(University of Queensland, Australia), Guanglun Michael Mu (University of
South Australia, Australia), Pere Ayling (University of Suffolk, UK),
Elliott Weininger (SUNY, USA)
Part I: Advancing Bourdieu's Conceptual Models
1. Multiplicity and Educational Reproduction: Building the Intersection of
Social Structures into Bourdieu's Model, Will Atkinson (University of
Bristol, UK)
2. An Invitation to Bourdieusian Space Analysis: Applying Pierre Bourdieu's
Theory to Geospatial Research in Education, Ee-Seul Yoon (University of
Manitoba, Canada)
3. Coupling Bourdieu and Barad: Exploring the Vitality of Cross-Cutting
Conceptual Meetings, Pamela Burnard (University of Cambridge, UK) and
Garth Stahl (University of Queensland, Australia)
4. Bourdieu and Sayad's Multilingual Disposition and Practical Research
Skills: Postmonolingual Theorising as a Method of Transknowledging,
Michael Singh and LI Xiao Lí (Western Sydney University, Australia)
5. From Symbolic Domination to the Coloniality of Power: Contributions to
the Study of Educational Inequalities, Joel Windle (University of South
Australia, Australia) and Gabriel Nascimento (Universidade Federal do Sul
da Bahia, Brazil)
Part II: Critiquing Habitus in Educational Research
6. The Examination-Driven Education and the Examination Habitus, Yi Huang
(Guangdong University of Foreign Studies, China)
7. Theorising the Practice of Educational Assessment in the Field of Higher
Education: Why Introducing and Developing the Concept of Assessment Capital
Is of Pivotal Importance?, Fuad Arif Fudiyartanto (Sunan Kalijaga State
Islamic University, Indonesia) and Stephen Dobson (Central Queensland
University in Queensland, Australia)
8. The Role of Narrative Inquiry in Understanding Habitus Formation and
STEM Learner Identities, Yating Hu (University of Queensland, Australia)
9. The Instability of Becoming a Teacher: The Interactions Between Habitus
and Field in Teacher Preparation, Stephanie C. Sanders-Smith (University of
Illinois, USA)
10. The Field of Educational Reform Pedagogy: Shifting Novice Science
Teachers' Habitus to Transform Instructional Practices, Heather McPherson
(McGill University, Canada)
Part III: Problematising Classification, Symbolic Violence and
Misrecognition
11. Bourdieu as an Education Consultant: A Sociological Inquiry into Hong
Kong's Stratified Education System, Aaron Koh (The Chinese University of
Hong Kong, Hong Kong)
12. Towards a Different Kind of Social Distinction? Educational Refusal and
the Low Desire Youth Subculture in Contemporary China, Jinting Wu
(University at Buffalo, USA)
13. Symbolic Violence and the Classroom, Cecilia Muldoon and Carol Fuller
(University of Reading, UK)
14. Misrecognition, the "Science of Reading," and the Ongoing Struggle for
the Legitimate Discourse of the Field of Reading Education, Lara J.
Handsfield (Illinois State University, USA), Deborah MacPhee (Illinois
State University, USA) and Patricia C. Paugh (University of Massachusetts,
USA)
Part IV: Bourdieu and Intersectional Theorizing: Class, Gender, and Race
15. Class Notes: Drawing on Bourdieu's Theories in Writing an Analytic
Autoethnography, Mary Jane Curry (University of Rochester, USA)
16. Bourdieu, Reflexivity and Educational Research: Deciphering the Self in
Researching Working-Class Girlhood and Social Mobility, Sarah McDonald
(University of South Australia, Australia)
17. Educating/ion for Change? School, Sex and Surfing Research With
Bourdieu, lisahunter (Monash University, Australia)
18. Biting Back at Educational Leadership Scholarship through Feminist
Advancements of Bourdieu, Jane Wilkinson (Monash University, Australia) and
Katrina MacDonald (Deakin University, Australia)
19. Female Refugee Students Seeking 'Distinction' in Higher Education:
Gendered Aspirations and Rethinking How Habitus Informs Practice, Hannah
Soong (University of South Australia, Australia)
20. The Invisible Barriers of Structured and Structuring Structures for
Marginalised Students and Academics in Higher Education, Troy Heffernan (
University of Manchester, UK)
21. Expanding Bourdieu's Habitus to Race: 'Racialised Habitus' in Homology
of Fields, Dan Cui (Brock University, Canada)
Part V: Bourdieu, Mobilities and Global Educational Inequalities
22. Researching Global Policy Trends through English Language Education in
a Global South Context Using Bourdieu's 'Thinking Tools', Md. Maksud Ali (
University of Dundee, UK), Ian Hardy, M. Obaidul Hamid and Bob Lingard
(University of Queensland, Australia)
23. Researching Language Ideologies and Researcher's Participant
Objectivation: The Case of French in Canada, Sylvie Roy (University of
Calgary, Canada)
24. Using Bourdieu in International Student Mobility Research: Past,
Present, and Future Directions, Benjamin Mulvey (University of Glasgow, UK)
and Jihyun Lee (Ulster University, UK)
25. Learning, Teaching, and Researching With Bourdieu: A Collaborative
Reflection on Bourdieusian Encounters, Matthew A.M. Thomas (University of
Glasgow, UK) and Elisabeth E. Lefebvre (Bethel University, USA)
26. Bourdieu and the Sociology of Educational Qualifications, Quentin Maire
(University of Melbourne, Australia)