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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.
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The Interaction Between Identity, Power and Inclusive Practice in a Minority Language School

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Introduction

The movement toward inclusion of students with special needs in the regular classroom has evolved in the education systems of countries around the world. This is a result of government policy, legal battles, and society’s changing response to the segregation of groups and the rights of individuals (Kavale and Forness 2000). Inclusion involves not only placement, but as an ideal it promotes the belonging of all students as part of their neighbourhood learning communities, regardless of language, creed, colour, race, or physical, social or mental ability. Research has found that the practice of inclusion has been more difficult to implement than its philosophy (Valentine 2001). The practices at the school level are what ultimately determine the extent of inclusion of students with special needs – be those needs physical, academic, or social (Carrington 1999).

These practices include not only those of teachers in classrooms, but also interactions between staff, parents, and students (Pearson 2000). The experiences and beliefs that all participants in inclusion bring to these interactions influence the success of inclusion at the school level (Carrington 1999). As noted, Bourdieu (1986, 1994a and b, 1991b, 1995b, 1977b/72) theorized that individuals act on their own self-perceptions of their worth, as compared to others in social groups within society. This theory underpins the approach I have taken to my research into better understanding the way that inclusion is implemented.

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