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Educational change and reform on a larger scale Bourdieu for Educators: Policy and Practice brings the revolutionary research and thinking of Pierre Bourdieu (1930[en]2002) of France to public educational leaders in North America, Canada, Australia, and the U.K. This text brings Bourdieu’s work into the arena of elementary and secondary educational reform and change, and offers policy, research, and practice discussions. Authors Fenwick W. English and Cheryl L. Bolton use Bourdieu to challenge the standards movement in different countries, the current vision of effective management, and the open-market notion connecting pay to performance. The text shows that connecting pay to performance won’t improve education for the poorest group of school students in the U.S., Canada, or the U.K., regardless of how much money is spent trying to erase the achievement gap. The authors lay out the bold educational agenda of Pierre Bourdieu by demonstrating that educational preparation must take into account larger socioeconomic-political realities in order for educational change and reform to make an impact.

Introducing Pierre Bourdieu to the Practitioner
Introducing Pierre Bourdieu to the Practitioner
What This Chapter is About

The name Pierre Bourdieu may not be familiar to many educational practitioners in public school settings in the United States, the United Kingdom, or anywhere else. This introductory chapter is aimed at acquainting the school-practitioner reader (teacher, administrator, counselor, social worker) with a general appraisal of Bourdieu and why his stature continues to grow internationally. It also is an attempt to indicate why Bourdieu’s ideas, research, and thought are powerful, insightful, and useful despite being somewhat difficult to understand initially.

Specifically, this chapter addresses the following points:

  • Bourdieu’s concept of a social space as contested presents a fluid and dynamic model of contestation in education, along with the notion of misrecognition.
  • Bourdieu’s ...
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