What Can Bourdieu Offer the Ethnographer in Neoliberal Times: Reflecting on Methodological Possibilities

Autor/in	Cottle, Michelle
Titel	What Can Bourdieu Offer the Ethnographer in Neoliberal Times: Reflecting on Methodological Possibilities
Quelle	In: Ethnography and Education, 17 (2022) 4, S.331-347 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2022.2062676
Schlagwörter	Ethnography; Neoliberalism; Social Capital; Political Attitudes; Social Attitudes; Elementary School Teachers; Creative Teaching; Teaching Methods; Teacher Attitudes; Innovation; Personal Autonomy; Educational Policy; Social Structure; Policy Analysis; Case Studies; Foreign Countries; Reflection; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ethnografie; Neo-liberalism; Neoliberalismus; Sozialkapital; Political attitude; Politische Einstellung; Social attidude; Soziale Einstellung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Creative thinking; Teaching; Kreatives Denken; Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Individuelle Autonomie; Politics of education; Bildungspolitik; Sozialstruktur; Politikfeldanalyse; Case study; Fallstudie; Case Study; Ausland
Abstract	This article demonstrates how Bourdieu's field theory can be used to systematise ethnographic insights, establishing and validating connections between the micro-level of participants' experiences and macro-level contexts, whilst complementing and facilitating the reflexivity that has long been part of ethnographic traditions. Combining an ethnographic methodological design with a Bourdieusian conceptual framework provides opportunities for powerful critical analysis and contextualised socio-political commentary, particularly in the context of the neoliberalisation of education at all levels. To illustrate, this article presents examples from a study that examines the dilemmas that English primary school teachers experience as they try to enact creative pedagogies, which emphasise innovation, flexibility and autonomy, whilst adhering to neoliberal policy directives that demand conformity and standardisation. Bourdieu offers a language to acknowledge and explain such tensions as well as exposing 'common sense' neoliberal narratives and the mechanisms which embed relationships of domination into educational institutions and other social structures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01