This book provides a comprehensive overview of Russia's difficult economic transition from a command economy since the early 1990s. It covers the financial crisis of August 1998 and the global financial crisis a decade later. Key subjects covered include economic transition, privatization and liberalization; changes in land ownership and agriculture; energy; foreign direct investment; economic stabilization; and economic performance. Russia is well endowed with raw materials, especially oil and natural gas; this book argues that in some ways this has not helped Russia's attempts to become a more diversified and high-tech economy. Overall, the book demonstrates how much the Russian economy has changed in the period. It continues - and adds to -- the overview of developments in the author's The New Russia (2002), and is the companion volume to Political Developments in Contemporary Russia (2011) - both published by Routledge.

Bourdieu once commented that what was needed was a 'new gaze' on the social world - a metanoia. This book describes this view and how to do it. Based on biographical detail and the socio-political contexts which surrounded him, it sets out his vision of society and culture. Grounded on the distinction between traditional and modern worlds, it shows how ethnographic experience led Bourdieu to an intellectual epiphany. It demonstrates the growth of his conceptual tools and the emergence of 'field theory' in various contexts: law, religion, fashion, sport, culture, fine art, philosophy, literature and politics. The book offers an up-to-date, extensive account of Bourdieu, his work and its significance. It centres on philosophical questions of social experience and intellectual practice. Based around his entire oeuvre, it features recent posthumous publications in French, providing important insights for the first time into his way of viewing the world. Including issues of the state, neoliberalism and resistance, this book explores the ways in which the social, philosophical and political came together for Bourdieu to shape how we see ourselves and our place in the contemporary world - a metanoia. Being both an introductory and advanced text, it is a valuable resource for the newcomer to Bourdieu as well as the experienced researcher. It will be of interest to undergraduates, postgraduates, researchers of Bourdieu's work in the areas of sociology, media, philosophy, religion, economics, architecture, cultural studies, education, music, journalism, gender studies, politics, the law, fine arts and linguistics.

Bourdieu once commented that what was needed was a 'new gaze' on the social world - a metanoia. This book describes this view and how to do it. Based on biographical detail and the socio-political contexts which surrounded him, it sets out his vision of society and culture. Grounded on the distinction between traditional and modern worlds, it shows how ethnographic experience led Bourdieu to an intellectual epiphany. It demonstrates the growth of his conceptual tools and the emergence of 'field theory' in various contexts: law, religion, fashion, sport, culture, fine art, philosophy, literature and politics. The book offers an up-to-date, extensive account of Bourdieu, his work and its significance. It centres on philosophical questions of social experience and intellectual practice. Based around his entire oeuvre, it features recent posthumous publications in French, providing important insights for the first time into his way of viewing the world. Including issues of the state, neoliberalism and resistance, this book explores the ways in which the social, philosophical and political came together for Bourdieu to shape how we see ourselves and our place in the contemporary world - a metanoia. Being both an introductory and advanced text, it is a valuable resource for the newcomer to Bourdieu as well as the experienced researcher. It will be of interest to undergraduates, postgraduates, researchers of Bourdieu's work in the areas of sociology, media, philosophy, religion, economics, architecture, cultural studies, education, music, journalism, gender studies, politics, the law, fine arts and linguistics.

Offering a unique and original perspective on Bourdieu, language-based ethnographies,and reflexivity, this volume provides a nuanced, in-depth discussion of the complex relationship between these interconnected topics and their impact in real-world contexts. Part I opens the book with an overview of the historical background and development of language-based ethnographic research and Bourdieu's work in this space. Part II presents a series of case studies that highlight a Bourdieusian perspective and demonstrate how reflexivity impacts language-based ethnography. In each study, Bourdieu's conceptual framework of reflexively-informed objectivity examines the ways in which the studies themselves were constructed and understood. Building on Parts I and II, the concluding set of chapters in Part III unpacks the messiness of the theory and practice of language-based ethnography, and provides insights into what reflexivity means for Bourdieu and in practical contexts. Arguing for a greater reflexive understanding in research practice, this volume sets an agenda for future literacy and language research.

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.

The French social philosopher Pierre Bourdieu (1930-2002) is now recognised as one of the major thinkers of the twentieth century. In a career of over fifty years, Bourdieu studied a wide range of topics: education, culture, art, politics, economics, literature, law, and philosophy. Throughout these studies, Bourdieu developed a highly specialised series of concepts that he referred to as his thinking tools, which were used to uncover the workings of contemporary society. Pierre Bourdieu: Key Concepts highlights his most important concepts and examines them in detail. Each chapter deals with an individual concept and are written so as to be of immediate use to the student with little or no previous knowledge of Bourdieu. This new edition of this widely-used text-book is entirely revised and updated and includes new essays on Politics and Social Space.

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.

Contents: Contexts for Teacher Training (The Social and Policy Context; Theories of Teacher Training) - Summary of Current Provision (Conditions and In-Service Training for Primary and Secondary Education) - Fifteen Case Studies of Good Practice - Furthering Good Practice (Needs Analysis, Recommendations, Professional Profile).

This book sets out the agenda for the future of modern language teaching in schools. It aims to look beyond the dominant methods of second language teaching to a new approach emphasising the integration of language learning within the wider curriculum. Through research and case studies from the UK, France, Spain, Italy, Germany, Belgium and Finland, the book shows how teachers and policy makers are increasingly moving towards a system where second languages are taught through other curriculum subjects, rather than alongside them. Key areas covered are:
* recent trends and issues in the teaching and learning of modern foreign languages
* the rationale for integrating languages across the curriculum
* how cross-curricular language teaching is developing across Europe
* practical materials and useful ideas for teachers and policy makers
This timely book will interest all foreign language teachers, particularly those on in-service or higher level degree courses. It will also be useful reading for student teachers and educators, and policy makers, internationally.

This book sets out the agenda for the future of modern language teaching in schools. It aims to look beyond the dominant methods of second language teaching to a new approach emphasising the integration of language learning within the wider curriculum. Through research and case studies from the UK, France, Spain, Italy, Germany, Belgium and Finland, the book shows how teachers and policy makers are increasingly moving towards a system where second languages are taught through other curriculum subjects, rather than alongside them. Key areas covered are:
* recent trends and issues in the teaching and learning of modern foreign languages
* the rationale for integrating languages across the curriculum
* how cross-curricular language teaching is developing across Europe
* practical materials and useful ideas for teachers and policy makers
This timely book will interest all foreign language teachers, particularly those on in-service or higher level degree courses. It will also be useful reading for student teachers and educators, and policy makers, internationally.

Every secondary school pupil studies modern foreign languages as part of the curriculum, and some do so with considerably more success than others. This book looks firstly at the ways in which languages can be taught, and secondly at case studies that highlight the practical methods that will help teachers get the best results.
The case studies included show that the best learners are those who have developed learning strategies that help them succeed. These learning strategies are examined through practical examples carried out in classrooms, and advice is given about ways in which teachers can ensure that all their pupils have the opportunity to develop these skills.
Lots of suggestions are made about the various activities teachers can carry out in order to make learning enjoyable and positive. In some cases, the results are shown to be very encouraging and any language teacher should be left with a feeling not only of renewed enthusiasm for their subject area but also a deeper understanding of how to enable learners to reach their full potential.

Every secondary school pupil studies modern foreign languages as part of the curriculum, and some do so with considerably more success than others. This book looks firstly at the ways in which languages can be taught,and secondly at case studies that highlight the practical methods that will help teachers get the best results. The case studies included show that the best learners are those who have developed learning strategies that help them succeed. These learning strategies are examined through practical examples carried out in classrooms, and advice is given about ways in which teachers can ensure that all their pupils have the opportunity to develop these skills. Lots of suggestions are made about the various activities teachers can carry out in order to make learning enjoyable and positive. In some cases, the results are shown to be very encouraging and language teachers should be left with a deeper understanding of how to enable learners to reach their full potential.

This text details the practical applications of Bourdieu's theories in a series of specific pedagogic research studies, showing how his ideas can be put into practice. Language, gender, career decision-making and the experience of higher education students are all covered. Questions are also raised concerning research methodology. The authors examine Bourdieu's interest in the position of the researcher within the research process. Bourdieu's influence is traced in aspects both of theory and practice. Finally, principles, approaches, methods and techniques that may be derived from Bourdieu are suggested, and assessed, for practical use in research.

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'.

Offering a unique and original perspective on Bourdieu, language-based ethnographies,and reflexivity, this volume provides a nuanced, in-depth discussion of the complex relationship between these interconnected topics and their impact in real-world contexts. Part I opens the book with an overview of the historical background and development of language-based ethnographic research and Bourdieu's work in this space. Part II presents a series of case studies that highlight a Bourdieusian perspective and demonstrate how reflexivity impacts language-based ethnography. In each study, Bourdieu's conceptual framework of reflexively-informed objectivity examines the ways in which the studies themselves were constructed and understood. Building on Parts I and II, the concluding set of chapters in Part III unpacks the messiness of the theory and practice of language-based ethnography, and provides insights into what reflexivity means for Bourdieu and in practical contexts. Arguing for a greater reflexive understanding in research practice, this volume sets an agenda for future literacy and language research.

The French social philosopher Pierre Bourdieu (1930-2002) is now recognised as one of the major thinkers of the twentieth century. In a career of over fifty years, Bourdieu studied a wide range of topics: education, culture, art, politics, economics, literature, law, and philosophy. Throughout these studies, Bourdieu developed a highly specialised series of concepts that he referred to as his thinking tools, which were used to uncover the workings of contemporary society. Pierre Bourdieu: Key Concepts highlights his most important concepts and examines them in detail. Each chapter deals with an individual concept and are written so as to be of immediate use to the student with little or no previous knowledge of Bourdieu. This new edition of this widely-used text-book is entirely revised and updated and includes new essays on Politics and Social Space.

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.

Grenfell, Kelly, and Jones (all U. of Southampton, UK) examine the current situation of initial and in-service training of secondary and primary school teachers of foreign as distinct from second languages in Europe. Based on a study commissioned by the EU Commission, Directorate General for Education and Culture, the policy- oriented text outlines

Pierre Bourdieu is one of the key social theorists of the century. For the past forty years his many publications have defined a new approach to the study of such diverse fields as Education, Political Science, Cultural Studies, Gender, Sport, Language and the Media. There have been many commentaries on his work. This book is the first to offer a number of empirical studies conducted by researchers working with his ideas.