Bourdieu and Chinese Education

Inequality, Competition, and Change
1. Auflage 2018
ISBN: 978-1-138-09867-1
Verlag: Routledge

Buch, Englisch, 284 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 418 g

Reihe: Bourdieu and Education of Asia Pacific

This book uses Bourdieu’s sociological approach for research as a jumping-off point for framing our understandings and analyses of China and Chinese education. Three major themes—inequality, competition, and change—are explored across several theoretical and contextual bases. Bringing together top scholars in the field, the volume examines empirical studies that analyse social (im)mobility through education for students affected by the social divides of class, culture and rural/urban locations; teacher identity and the field of schooling in the current Chinese environment and going forward; and the university as an institution for the production of knowledge about education in the globalising academy. Offering insights into the historical and cultural context for China’s educational landscape, the contributions of this book revisit Bourdieusian concepts from a new empirical vantage point and bring together key studies that illuminate new pathways for the study of Chinese sociology of education.

Autoren/Hrsg.

Mu, Guanglun Michael

Dooley, Karen

Luke, Allan

Fachgebiete

• Sozialwissenschaften Soziologie | Soziale Arbeit Soziologie Allgemein
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Vergleichende und Empirische Bildungsforschung

Inhaltsverzeichnis

SECTION 1: BOURDIEU AND CHINESE EDUCATION 1. Pierre Bourdieu: Culture, change, and education, Karen Dooley, Guanglun Michael Mu, and Allan Luke 2. Programmatic overview of Chinese Education: The market as a social field, Shibao Guo and Yan Guo, Allan Luke 3. Bourdieu’s sociology for and of Chinese education, Zhongying Shi SECTION 2: COMING INTO SOCIAL (IM)MOBILITY 4. Intergenerational reproduction through keeping the advantages of class: A sociological critique of education policy in Beijing, Wei Kan 5. Bouncing back or tripping up? Resilience of floating children and left-behind children as embodied cultural capital, Guanglun Michael Mu 6. What makes exceptions exceptional? A Bourdieusian understanding of Chinese rural children’s academic success, He Li SECTION 3: REDEFINING THE SELF AND THE FIELD 7. The logic of Chinese teachers’ practice of identity construction in a transformative context: A Bourdieusian analysis, Juyan Ye 8. School development and organisational change: The principal’s capital impetus in the neoliberal educational market, Ning Jia 9. Capital mobilisation of elite graduates of prestigious universities in disadvantaged schools: A Bourdieusian analysis of Teach for China fellows, Yue Melody Yin, Guanglun Michael Mu, and Karen Dooley 10. Make it back? The social positioning of the new generation of rural teachers in China, Liang DU SECTION 4: REFLEXIVE ANALYSIS OF THE GLOBALISING FIELD OF EDUCATIONAL RESEARCH 11. Sketch for a theory of transcultural habitus in the globalising academy, Lorin Yochim 12. The use of English at an international doctoral workshop: A three-level field analysis, Guanglun Michael Mu 13. Concluding remarks: Intersectionality of Bourdieu’s theories and methods, Karen Dooley

Über Autor(innen)

Guanglun Michael Mu is Senior Research Fellow at Queensland University of Technology, Australia.

Karen Dooley is Associate Professor in the Faculty of Education at Queensland University of Technology, Australia.

Allan Luke is Emeritus Professor at Queensland University of Technology, Australia.