|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Bourdieu and initial teacher education - A post-structuralist approach|
|Publisher:||Taylor and Francis|
|Citation:||Grenfell M (1996) Bourdieu and initial teacher education - A post-structuralist approach, British Educational Research Journal, 22 (3), pp. 287-303.|
|Abstract:||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 Bourdieu's 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.|
|Rights:||The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.|
|Affiliation:||Education Management and Support|
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