Bourdieu and educational research: thinking tools, relational thinking, beyond epistemological innocence

The main aim of this chapter is to provide an introduction to the theoretical work of Pierre Bourdieu, and to outline different ways in which Bourdieu’s work is influential and has been engaged with in education research and to suggest implicitly the usefulness of this work for educational researchers. In order to do this, we draw on a range of Bourdieu’s own writing published singly or with colleagues, emphasising in particular his engagements with education. Part of our treatment also deals with his wider writing that has subsequently been influential for education researchers, and in particular Bourdieu’s anthropological writing and account of practice (Bourdieu 1977, 1990), his approach to social class and cultural issues, his account of the judgement of taste and distinctions (Bourdieu, 1984), and his later politically focused writing (Bourdieu, 1989/1996, 2003, 2004c, 2005a).

Developing a facility for glass façade performance testing

This research aims to investigate whether real spaces can support legitimate measurements on glazing energy and thermal comfort analysis. This paper presents the development of a research facility for doing this. It will test simple to complex glazing and shading systems in a real (occupied) interior office environment. The purpose of this research project is to compare measured results with those being simulated with existing software and to discover discrepancies between simulation and real measured results. What parameters characterize a glazing system, whether simple or complex? Can these parameters be used to predict the energy transfer and comfort in the space? One must begin with simple glazing systems and verify measured with readily known simulated results. It is, at present, very difficult to use geometric based software with thermal based software to predict the performance of complex glazing systems. However, if we can characterize glazing systems with a set of reliable measurements, we can provide the data necessary for predicting performance in a live space. Specifically, the Solar Heat Gain Coefficient (SHGC) is a variable parameter based upon solar incident angle to a glazing system and is intended to be measured in its integral components: solar transmittance and inward-flowing fraction (radiative/convective) heat gain. A new instrumental approach through variable surface coated heat flux meters is being investigated to provide the measurement of interior glazing surface radiative and convective heat gain. The results suggest that this instrumentation may support be a viable method of testing inward-flowing heat gains from the interior glass surface. The test set-up also considers the application of a well-known B&K 1221 Comfort Meter for determining thermal comfort responses in the ‘perimeter zone’ on the interior side of a façade. This work requires further investigation, but is intended to be used in conjunction with solar pyranometers measuring transmittance as well as the heat flux meter and surface temperature instrumentation.

Older women and craft: extending educational horizons in considering wellbeing

While the social work literature is broader and more holistic than many disciplines, we undoubtedly still limit the knowledge we draw upon in ways that stifle our creativity in conceptualising and attempting to facilitate wellbeing, which flows on to limit our teaching. In particular, the significance to wellbeing of place and social space, the value of informal networks to generate support and opportunities for reciprocity, and the inherent therapeutic value of creative activity appears to be neglected. In this paper we draw upon a small Australian research study around older women and craftmaking to explore how learning from diverse disciplines, such as critical gerontology and textile making, can illuminate our understanding of wellbeing. We relate this discussion to examining notions of ageing that go beyond a focus on illness and deterioration, to enhance positive and diverse concepts of health in the context of everyday life. We then discuss the implications for social work education, with particular emphasis on ageing, and argue that by engaging with a diverse range of disciplines, we are able to think about, teach and advocate for wellbeing in more expansive and useful ways.

Neoliberalism is not a theory of everything: a Bourdieuian analysis of illusio in educational research

 Despite the frequency with which the concept of neoliberalism is employed within academic literature, its complex and multifaceted nature makes it difficult to define and describe. Indeed, data reported in this article suggest that there is a tendency in educational research to make extensive use of the word ‘neoliberalism’ (or its variants neoliberal, neo-liberal and neo-liberalism) as a catch-all for something negative but without offering a definition or explanation. The article highlights a number of key risks associated with this approach and draws on the Bourdieuian concept of illusio to suggest the possibility that when as educational researchers we use the word ‘neoliberalism’ in this way, rather than interrupting the implementation of neoliberal policies and practices, we may, in fact, be further entrenching the neoliberal doxa. That is to say, we are both playing the neoliberal game and inadvertently demonstrating our belief that it is a game worth being played. In so doing, this article seeks to extend understandings of what illusio means within the context of educational research.

Teachers' perceptions of their abilities to be educational leaders in Victorian childcare settings

In the context of new national regulatory requirements for designated educational leaders in early childhood settings, 11 Victorian teachers participated in semi-structured interviews exploring their perceptions of their ability to act as educational leaders in their childcare centres. Analysis of these interviews showed that, while teachers successfully made changes within their rooms, only those with a formal title or authority expressed confidence in their ability to lead change across their centres. Barriers to leadership included lack of time and a perception that their teacher qualifications 'did not buy authority'. A hierarchical model of leadership appeared dominant within the centres. The findings suggest both time allowance and formal role designation as strategies to support the new leadership roles, but also raise questions about the most effective models for supporting teacher leadership in childcare contexts.