Researching social inequalities in education: towards a Bourdieuian methodology

Mills, Carmen and Gale, Trevor (2007) Researching social inequalities in education: towards a Bourdieuian methodology. International journal of qualitative studies in education, 20 4: 433-447. doi:10.1080/09518390601176523

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Author Mills, Carmen
Gale, Trevor
Title Researching social inequalities in education: towards a Bourdieuian methodology
Journal name International journal of qualitative studies in education   Check publisher's open access policy
ISSN 1366-5898
0951-8398
Publication date 2007-07-01
Sub-type Article (original research)
DOI 10.1080/09518390601176523
Volume 20
Issue 4
Start page 433
End page 447
Total pages 15
Place of publication London; Philadelphia
Publisher Taylor & Francis
Language eng
Subject 160809 Sociology of Education
Abstract The injustices of 'allowing certain people to succeed, based not upon merit but upon the cultural experiences, the social ties and the economic resources they have access to, often remains unacknowledged in the broader society' (Wacquant, 1998, p. 216). Cognizant of this, the authors argue that education requires researchers' renewed examination and explanation of its involvement in the construction of social and economic differences. Specifically, they make the case for researchers to consider the theoretical work of Pierre Bourdieu, outlining what they understand by a Bourdieuian methodology, which is informed by socially critical and poststructural understandings of the world. Such methodology attempts to dig beneath surface appearances, asking how social systems work. By asking 'whose interests are being served and how' (Tripp, 1998, p. 37) in the social arrangements we find, Bourdieu can help us to 'work towards a more just social order' (Lenzo, 1995, p. 17).
Q-Index Code C1

Document type: Journal Article
Sub-type: Article (original research)
Collections: Excellence in Research Australia (ERA) - Collection
School of Education Publications
 
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Created: Mon, 19 Jan 2009, 18:37:26 EST by Ms Julie Anne Hansen on behalf of Faculty of Social & Behavioural Sciences