ABSTRACT
We noted in the introduction that this book arose from a conviction that research carried out in terms of Bourdieu’s theory of practice offers insights and understandings which show up elements of pedagogic processes which are not easily visible in other approaches. We also outlined two main aims. The first of these was to present the main components of Bourdieu’s theoretical position in a way which would highlight its implications for education; the second was to offer practical examples of the ideas in use in educational settings. We have sought to meet these aims in an integrated fashion, through a process of assembly and interconnection of a series of chapters with various theoretical, practical and empirical emphases.
