Theory as Method in Research

On Bourdieu, Social Theory and Education
Herausgeber: Murphy, Mark; Costa, Cristina

• Broschiertes Buch

Produktbeschreibung

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.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 204
• Erscheinungstermin: 16. September 2015
• Englisch
• Abmessung: 229mm x 157mm x 15mm
• Gewicht: 318g
• ISBN-13: 9781138900349
• ISBN-10: 1138900346
• Artikelnr.: 42700954

Autorenporträt

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.

Inhaltsangabe

Introduction
1. Introduction: Bourdieu and education research (Mark Murphy and
Cristina Costa)
Section 1: Researching Educational Identities
2. Negotiating Chineseness through Chinese heritage language learning:
the role of habitus (Guanglun Michael Mu)
3. The production of identity capital through school (Jo Warin)
4. Doxa, digital scholarship and the academy (Cristina Costa and Mark
Murphy)
Section 2: Researching Equity in Education
5. Operationalizing Bourdieu, interrogating intersectionality and the
underachievement of primary level Afro-Trinidadian boys (Ravi
Rampersad)
6. Inequalities, parental social capital and children's education (
Maria Papapolydorou)
7. Doing critical educational ethnography with Bourdieu (Katie
Fitzpatrick and Stephen May)
Section 3: Researching Educational Leadership and Management
8. Mobilising Bourdieu to think anew about educational leadership
research (Scott Eacott)
9. Narrative inquiry as a methodology for embedding Bourdieu's tools (
Bruce Kloot)
Section 4: Researching Teacher Education
10. Turning a Bourdieuian lens on the teaching of English in primary
schools: linguistic field, linguistic habitus and linguistic capital
(Naomi Flynn)
11. Stimulating conversations between theory and methodology in
mathematics teacher education research: Inviting Bourdieu into
self-study research (Kathleen Nolan)
Conclusion
12. Conclusion: Method as theory: (re)exploring the intellectual context
of education research (Cristina Costa and Mark Murphy)