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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.
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.
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.
This guide to the merger control rules and procedures at both
national and EU levels identifies whether a transaction will come
under the UK or the EU system, who needs to be notified, when and
how notifications need to be filed, and the various stages of the
process. Account is taken of the legislative and interpretive
measures introduced by the European Commission in December 1994 on
the application of the EC Merger Regulation; as well as the UK
statutory instruments enacted in March 1996 to amend merger control
and competition rules, and recent developments involving mergers in
the privatized utilities. Also included are the texts of the
relevant UK and EU legislation.
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.
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