Method as theory: (re)exploring the intellectual context of education research
Costa, Cristina; Murphy, Mark
Cristina Costa firstname.lastname@example.org
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 in Research develops 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.
Structured around four core themes, this book provides a range of research case studies exploring educational identities, educational inequalities, school leadership and management, and research in teacher education. Issues as diverse as Chinese language learning and identity, school leadership in Australia and the school experience of Afro-Trinidadian boys, are covered, intertwined with a set of innovative approaches to theory application in education research.
This collection brings together, in one comprehensive volume, a set of education researchers who place Pierre Bourdieu’s key concepts such as habitus, capital and field at the centre of their research methodologies. Full of insight and innovation, the book is an essential read for practitioners, student teachers, researchers and academics who want to harness the potential of Bourdieu’s core concepts in their own work, thereby helping to bridge the gap between theory and method in education research.
Costa, C., & Murphy, M. (2015). Method as theory: (re)exploring the intellectual context of education research. In C. Costa, & M. Murohy (Eds.), Theory as Method in Research - On Bourdieu, Social Theory and Education, 191-200. Routledge
|Publication Date||Sep 21, 2015|
|Peer Reviewed||Peer Reviewed|
|Book Title||Theory as Method in Research - On Bourdieu, Social Theory and Education|
|Keywords||Bourdieu, social capital, habitus, field, educational research, theory|
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