This frontline volume contributes to the social study of education in general and literacy in particular by bringing together in a new way the traditions of language, ethnography, and education. Integrating New Literacy Studies and Bourdieusian sociology with ethnographic approaches to the study of classroom practice, it offers an original and useful reference point for scholars and students of education, language, and literacy wishing to incorporate Bourdieu's ideas into their work. More than just a set of stand-alone chapters around social perspectives on language interactions in classrooms, this book develops and unfolds dialogically across three sections: Bridging New Literacy Studies and Bourdieu - Principles; Language, Ethnography and Education - Practical Studies; Working at the Intersections - In Theory and Practice. The authors posit 'Classroom Language Ethnography' as a genuinely new perspective with rich and developed traditions behind it, but distinct from conventional approaches to literacy and education - an approach that bridges those traditions to yield fresh insights on literacy in all its manifestations, thereby providing a pathway to more robust research on language in education.

This frontline volume contributes to the social study of education in general and literacy in particular by bringing together in a new way the traditions of language, ethnography, and education. Integrating New Literacy Studies and Bourdieusian sociology with ethnographic approaches to the study of classroom practice, it offers an original and useful reference point for scholars and students of education, language, and literacy wishing to incorporate Bourdieu's ideas into their work. More than just a set of stand-alone chapters around social perspectives on language interactions in classrooms, this book develops and unfolds dialogically across three sections: Bridging New Literacy Studies and Bourdieu - Principles; Language, Ethnography and Education - Practical Studies; Working at the Intersections - In Theory and Practice. The authors posit 'Classroom Language Ethnography' as a genuinely new perspective with rich and developed traditions behind it, but distinct from conventional approaches to literacy and education - an approach that bridges those traditions to yield fresh insights on literacy in all its manifestations, thereby providing a pathway to more robust research on language in education.

Pierre Bourdieu is now recognized as one of the key contemporary critics of culture and the visual arts. Art Rules analyses Bourdieu's work on the visual arts to provide the first overview of his theory of culture and aesthetics. Bourdieu's engagement with both postmodernism and the 'problem of aesthetics' provides a new way of analysing the visual arts. His interest is in how artistic fields function and the implications their processes have for art and artistic practice. Art Rules applies Bourdieu's theory of practice to the three fields of museums, photography and painting. These practical examples are used as a springboard to address visual arts in the 21st Century and to establish Bourdieu's 'Rules of Art'.

Pierre Bourdieu is now recognized as one of the key contemporary critics of culture and the visual arts. Art Rules analyses Bourdieu's work on the visual arts to provide the first overview of his theory of culture and aesthetics. Bourdieu's engagement with both postmodernism and the problem of aesthetics provides a new way of analyzing the visual arts. His interest is in how artistic fields function and the implications their processes have for art and artistic practice. "Art Rules" applies Bourdieu's theory of practice to the three fields of museums, photography and painting. These practical examples are used as a springboard to address visual arts in the 21st Century and to establish Bourdieu's rules of art.