ABSTRACT
Because Bourdieu was one of the most significant scholars of the late 20th century, it is hardly surprising that there is a substantial extant educational literature which is Bourdieusian in orientation. In this chapter I canvass some of this territory. I argue that Bourdieu is most helpful when used methodologically and then survey of some of the ways his theoretical toolkit, outlined in the first chapter, that has been applied in educational research generally. I then propose some specific ELMA questions that arise from taking a Bourdieusian approach.
