Description
Book SynopsisFor more than 40 years, researchers have explored the utility of Bourdieu's sociology for settings beyond the French and Algerian contexts of its origin. This edited collection has a focus on China, applying Bourdieu's analysis of practice as Chinese education gains relevance and attention around the globe.
Grounded in empirical research, Recontextualising and Recontesting Bourdieu in Chinese Education advances Bourdieu's analysis of practice beyond national scales while producing new knowledge about the generation of habitus, mobilities, and languages in relation to Chinese education. Locating Chinese education within national and transnational contexts, this collection grapples with the structural invariances and inequivalences between Chinese education and society on the one hand, and social spaces in other parts of the world on the other hand. Through chapters that examine social mobility in the context of cross-border movement and delve into questions of la
Table of Contents
Introduction 1. Bourdieu and Chinese education: Recontextualising and recontesting sociological traditions Part 1: On class and habitus 2. Social reproduction or social experiment? Understanding the idiosyncrasy and hybridity of habitus in Chinese education 3. Parental engagement in children’s transition to school: A Bourdieusian analysis of a Chinese sample in Beijing 4. The relevance and dissonances of ‘class’ in China: An imaginative dialogue with Bourdieu and Bourdieusian studies Part 2: On mobility and migration 5. Raising children for future mobilities: A Bourdieusian case study of Shanghai-Chinese middle-class parental strategies 6. A comparative analysis of Teach for China and the Special Post Teacher Plan: Cross-field capital, orchestrated habitus, and transverse movements 7. ‘Localised’ field strategies and diversities in educational policy enactment: Towards multi-level/directional cross-field analysis Part 3: On language and postmonolingual theorising 8. Family language policies in China: A Bourdieusian re-framing and review of research 9. Postmonolingual curriculum theorising, crisis communications and language(s) education: Learning from Bourdieu’s method of thinking Conclusion 10. Researching Chinese education from within and afar: Enacting Bourdieu’s ‘practical reflexivity’
