Michael Grenfell

Pierre Bourdieu : key concepts

The names which construct social reality as much as they express it are the crucial stakes of political struggle. Pierre Bourdieu (1994d: 134) Introduction We can say that Pierre Bourdieu was preoccupied with how societies work throughout his career. The concepts he developed, such as habitus, field and cultural capital, have had tremendous heuristic and ontological value for those who study society. While I do address how societies function in this chapter, the emphasis here is on what Bourdieu implicitly tells us about why we should bother studying society at all. According to Bourdieu, contemporary social hierarchies and social inequality, as well as the suffering that they cause, are produced and maintained less by physical force than by forms of symbolic domination. He refers to the results of such domination as symbolic violence . Although explicit reference to such violence is not present in all of Bourdieus publications, I follow Loic Wacquant (Bourdieu & Wacquant 1992a: 15; Bourdieu 2005b: 133) in arguing that the concept informs his entire body of work. In fact, the notion of symbolic violence follows on, and is a consequence of, his understanding of language. He sees language as “an instrument of power and action” as much as communication (see Eagleton, in Bourdieu and Eagleton 1992e: 111). Language itself is a form of domination. I argue that while symbolic domination may be seen to have played part in all social formations, it is becoming more and more significant in contemporary, advanced capitalist societies.

Change in the Field--Changing the Field: Bourdieu and the Methodological Practice of Educational Research.

Bourdieus social theory offers a way of understanding some of the most important features of the field of educational research, while also providing educational researchers with a rich conceptual apparatus for their practice. This article addresses both of these methodological themes and the connections between them. We begin by outlining some key trends in educational research, mainly in Britain, over recent decades in terms of Bourdieus Field Theory. Special attention is given to the relative positioning of researchers and the formation of an ‘avant‐garde’. We refer to the impact of educational policy and attacks on educational research, with attendant effects on the field, and on the formation and legitimacy of knowledge about educational processes. This analysis is followed by an example taken from a contemporary research project in which principles derived from Bourdieus approach have been adopted in framing methodology. We give particular attention to the terms of the programme in which the project forms a part, and key aspects of it such as ‘user engagement’. Both methodological justifications and consequences are discussed, as well as tensions with dominant expectations of research processes and outcomes. Finally, we argue that, following Bourdieus own public strategies of sociopolitical action, educational research methodology that is radically reflexive has the capacity to found a critically effective discourse with practical consequences.

Language learner strategies

No modern language teacher, researcher or policy-maker needs to be reminded of the enormous changes that have taken place in modern foreign language teaching and learning over recent decades. We have gone from a world of translation and grammar to one of the four skills and the pupil as host or tourist. This move has been symptomatic of a general shift in the principles of language teaching and learning, away from a focus on syntactic and structural knowledge to one on communicative competence and interaction. Such changes in perspective have also gone hand in hand with other language policy developments. We have seen ‘languages for all’ come and go. We have also seen the target language focus of communicative language teaching eclipsed by a return to grammar and explicit knowledge about language. Other agendas have emerged: autonomy, primary language learning, language across the curriculum, etc. This Special Issue, which is divided between Volume 35, Number 1 and Volume 35, Number 2 of the Language Learning Journal, focuses on language learner strategies. The attention given to learner strategies arises from a conviction on the part of a group of researchers, teachers and teacher trainers that these strategies have a potential to raise the achievement of our pupils. Language learner strategies are associated with research undertaken over three decades into what makes the ‘good language learner’, in the belief that if we can find out why some learners are successful, then maybe we can teach what they do to the rest. This research has given rise to a large quantity of data which shows how successful learners have at their disposal a whole repertoire of tricks, tactics, skills—strategies—to make language learning work for them. Of course, it is not as simple as that. We shall see that language learner strategies raise questions of definition. For example, what is the difference between a learning strategy and a learner strategy? Such questions lead to others:

Bourdieu and Initial Teacher Education-a post-structuralist approach

This paper details an application of the work of the French social theorist Pierre Bourdieu to research on initial teacher education. The extent to which Bourdieus work is post-structuralist is discussed; his major theoretical perspectives are outlined; and their relevancy outside of the purely sociological argued for. An example of research method derived from his approach is offered as a practical illustration: the training of modern language teachers. The method is based on a three-level analysis which links notions of individual pedagogic habitus to the training field. Some detail is given of ‘mapping the field’ of training, and structural, differential responses of students within it. Training is considered as ‘discourse’, as a field of knowledge(s) and practice(s), and the policy implications of this approach discussed. Comments are made on the epistemological nature of the method employed and its scope for future research practice.

Applying Bourdieu's Field Theory: The Case of Social Capital and Education.

This article offers a discussion of the uses that have been made of the concept ‘social capital’ in educational policy and research. It does so from a perspective derived from the French social philosopher, Pierre Bourdieu. It draws attention to the language of Bourdieus terminology, and both the empirical derivation and the epistemological implications of his ‘thinking tools’. ‘Social capital’ is examined in terms of leading theorists of the concept and contrasted with Bourdieus version. The implications of these interpretations are explored with respect to policy aimed at enhancing ‘social capital’ in educational contexts. Finally, further issues for policy makers and researchers are addressed in assessing the use that may be made of this concept and the wider field of theory of which it forms a part.

Modern Languages Across the Curriculum

This book sets out the agenda for the future of modern language teaching in schools. It aims to look beyond the dominant methods of second language teaching to a new approach emphasising the integration of language learning within the wider curriculum. Through research and case studies from UK, France, Spain, Italy, Germany, Belgium and Finland, the book shows how teachers and policy-makers are increasingly moving towards a system where second languages are taught through other curriculum subjects, rather than just alongside them. Key ideas covered: - Recent trends and issues in teaching and learning modern languages; - The rationale for integrating language across the curriculum; - How cross-curricular language teaching is developing across Europe; - Practical materials and useful ideas for teachers and policy-makers. This timely book will interest all foreign language teachers, particularly those on in-service of higher-level degree courses. Reseachers and Applied Lininguists will find useful the practical application of theoretical discussion and reports of this approach to second language learning. It will also be useful reading for student teachers and teacher educators, and policy-makers internationally.

Being critical: the practical logic of Bourdieu's metanoia

This article addresses the notion of ‘being critical’ in the application of the theoretical approach of Pierre Bourdieu to educational policy research. It stems from a concern to avoid a kind of ‘critical ghetto’, where educational research is reinterpreted in Bourdieusian terms, or metaphorised in his conceptual language, without realising the practical implications and consequences of viewing educational phenomena from such a perspective. Issues of research theory and practice are discussed, as well as the meaning of ‘being critical’. A series of case examples are offered where a Bourdieusian approach uncovered hidden generating structures in a range of educational settings: the education field of power; teacher education; language in education; and social capital policy. Rather than prioritise the political and emancipatory aspects of such critical analyses, the article, whilst acknowledging the necessity of these, draws attention to the practical, policy implications arising from the studies. The underlying argument is that ‘bad’ research, constructed without recognition of the full practical dynamic of educational phenomena, gives rise to ‘bad’ policy; in other words, partial and fragmented policy or policy with unexpected outcomes undermining its effectiveness. The article concludes that a Bourdieusian perspective consequently has direct relevance to educational leaders and managers and that ‘being critical’ has a real practical relevance. As such, this area of policy research has a central role to play within contemporary educational discourse.

Language learner strategy research and modern foreign language teaching and learning

This article addresses language learner strategy research in the context of second language learning and teaching in the UK. It arises from two sources: firstly, a personal background in research and writing about language learner strategy research in the context of modern foreign language learning and teaching in England and Wales; secondly, a newly constituted British-based interest group dedicated to this area of applied linguistics—UK Project on Language Learner Strategies (UKPOLLS). The article begins by sketching out the international background of language learner strategy research in terms of its relevance to modern foreign language learning and teaching in the UK. I shall refer to concerns with language teaching methodology and why language learner strategy research has been of particular interest to UK-based researchers. Various empirical studies will be referred to, with the aim of setting an agenda of issues, practical implications and current research preoccupations. In considering the work of UKPOLLS and others, the article also considers the place of language learning strategy research in second language policy in England and Wales, and, in particular, the case of the MFLs Key Stage 3 strategy for secondary schools, its theoretical rationale and its place in a broader language curriculum.

Modern languages - beyond Nuffield ,, and into the 21st Century

This article discusses issues of policy and practice in modern foreign language teaching in the light of recent past experience, OfSTED inspection findings and the concerns raised by the Nuffield Inquiry. Comments about the present state of MFL teaching and learning are made under three principal headings: Methodological Doubts; Curriculum Confusion; and Loss of Purpose. Each of these is considered and suggestions made for positive ways forward.

Field Manoeuvres Bourdieu and the Young British Artists

This article offers an empirical study of the field of contemporary British art in the 1990s. It considers the nature of this field as an artistic avant-garde and discusses Bourdieu’s theory of art production. The Young British Artists are studied through three distinct levels of analyse derived from Bourdieu’s methodology and theory of practice. Issues of habitus and field structure are highlighted in order to examine the processes and operations of the artistic avant-garde. The article also briefly addresses the products of this field through issues of style and technique and offers some reflections on this sociological approach to art.