This is the first international reference work to map out how Pierre Bourdieu has been used in educational research. Written by scholars based in Australia, Canada, China, Croatia, Indonesia, New Zealand, Hong Kong, the UK, and the USA, the handbook provides a unique and cutting-edge picture of how Bourdieu has been both used and adapted in educational research globally. The book will be useful for those who may only have a cursory knowledge of Bourdieu’s tools as well as those who are already familiar with Bourdieu’s work. The chapters cover a wide range of topics including educational leadership, teacher preparation, space/place, educational policy, literacy education, marginalised students, and student mobility.

This book offers unique insights into elite Nigerian parents' engagement with, and use of, the international secondary education market as they attempt to retain their social standing - via their children - under today's shifting global conditions. Throughout, the book tackles two important, albeit uncomfortable questions: Why does whiteness hold the highest possible value in postcolonial societies such as Nigeria? And, more importantly, why do black people accept the hegemonic discourse that West/white is best? Combining the theoretical frameworks of Pierre Bourdieu and Frantz Fanon, the book reveals 'Whiteness' as a highly valuable form of cultural and symbolic capital that plays a crucial role in the formation of, and struggle for, elite status and distinction in modern-day Nigeria. Drawing on rare qualitative data sets along with postcolonial literatures, the book reveals how British whiteness is used by those working at and for British private schools in Nigeria (BPS-NIG) as an informal but powerful mechanism of 'quality' control, and in constructing the image of 'world-class' educational establishments.