Table of Contents

Introduction

1. Introduction: Bourdieu and education research (Mark Murphy and Cristina Costa)
2. Section 1: Researching Educational Identities
3. Negotiating Chineseness through Chinese heritage language learning: the role of habitus (Guanglun Michael Mu)
4. The production of identity capital through school (Jo Warin)
5. Doxa, digital scholarship and the academy (Cristina Costa and Mark Murphy)
6. Section 2: Researching Equity in Education
7. Operationalizing Bourdieu, interrogating intersectionality and the underachievement of primary level Afro-Trinidadian boys (Ravi Rampersad)
8. Inequalities, parental social capital and children's education (Maria Papapolydorou)
9. Doing critical educational ethnography with Bourdieu (Katie Fitzpatrick and Stephen May)
10. Section 3: Researching Educational Leadership and Management
11. Mobilising Bourdieu to think anew about educational leadership research (Scott Eacott)
12. Narrative inquiry as a methodology for embedding Bourdieu's tools (Bruce Kloot)
13. Section 4: Researching Teacher Education
14. Turning a Bourdieuian lens on the teaching of English in primary schools: linguistic field, linguistic habitus and linguistic capital (Naomi Flynn)
15. Stimulating conversations between theory and methodology in mathematics teacher education research: Inviting Bourdieu into self-study research (Kathleen Nolan)
16. Conclusion
17. 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.