Theory as Method in Research

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.

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

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