Show Less

Bourdieu and Data Analysis

Methodological Principles and Practice

Edited By Michael Grenfell and Frédéric Lebaron

Uniquely amongst the numerous publications to appear on the work of the French social theorist Pierre Bourdieu, this book deals with data analysis, examining a range of techniques and instruments. After an introductory chapter outlining the key principles of Bourdieu’s theory, the book presents detailed examples of data being collected and analysed in a Bourdieusian way across various social science contexts. Both qualitative and quantitative methods are addressed, including analysis of the strengths and weaknesses of each method, as are common data collection procedures such as interview, observation and questionnaire. Examples of Multiple Correspondence Analysis are an important feature of the book, since this was an approach particularly favoured by Bourdieu. In each case study, the pros and cons of different approaches are highlighted and the qualitative/quantitative debate is thoroughly explored. Overall, the book offers readers a blueprint to develop their own methodological plans for using Bourdieu in research practice.

Prices

Show Summary Details
Restricted access

Bibliography

Extract

Abbot, A. and Tsay, A. (2000). ‘Sequence Analysis and Optimal Matching Methods in Sociology: Review and Prospect’, Sociological Methods Research, 29 (3), 3–33. Ahn, S. (2000). ‘OP-ED: What happens to the common school in the market?’ Jour- nal of Curriculum Studies, 32 (4), 483–93. Amnå, E. and Ekman, J. (2012). ‘Political participation and civic engagement. Towards a new typology’, Human Af fairs, 22, 283–94. Angelides, P. and Ainscow, M. (2000). ‘Making sense of the role of culture in school improvement’, School Ef fectiveness and School Improvement, 11 (2), 145–63. Archer, L. (2003). ‘The “value” of higher education’. In L. Archer, M. Hutchings and A. Ross (ed.), Higher Education and Social Class: Issues of exclusion and inclu- sion. London: RoutledgeFalmer. Archer, L., Hutchings, M. and Ross, A. (ed.) (2003). Higher education and social class: Issues of exclusion and inclusion. London: RoutledgeFalmer. Armstrong, E. A., and Bernstein, M. (2008). ‘Culture, Power, and Institutions: A Multi-Institutional politics approach to social movements’, Sociological Theory 26 (1), 74–99. Ashbaker, B. Y. and Morgan, J. (2001). ‘Growing roles for teachers’ aides’, www.eddi- gest.com, 66 (7), 60–4. Australian Education International (AEI) (2010). International Student Survey: Over- view Report. Canberra: Commonwealth of Australia. Avramidas, E., Bayliss, P. and Burden, R. (2002). ‘Inclusion in action: An in-depth case study of an ef fective inclusive secondary school in the South-West of England’, International Journal of Inclusive Education, 6 (2), 143–63. Bagley, C., Woods, P. A. and Woods, G. (2001). ‘Implementation of School...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.