Researching Chinese education from within and afar: enacting Bourdieu's 'practical reflexivity'
Files
Date
2023
Authors
Mu, G.M.
Dooley, K.
Editors
Mu, G.M.
Dooley, K.
Dooley, K.
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
Book chapter
Citation
Source details - Title: Recontextualising and Recontesting Bourdieu in Chinese Education: Habitus, Mobility and Language, 2023 / Mu, G.M., Dooley, K. (ed./s), Ch.10, pp.185-201
Statement of Responsibility
Conference Name
Abstract
Intellectual dialogue between Bourdieu and Chinese education is to neither transplant Bourdieu's sociological tools to Chinese educational contexts nor use Chinese education as a baseline to test Bourdieu. This dialogue instead requires reflexivity, criticality, and creativity. To appropriate the dialogue, we begin this chapter by looking at self-socioanalysis, homing in on with some suggestions for enacting the practical reflexivity of Bourdieu in research on Chinese education. We follow this with a discussion of the symbolic violence and value of putting Bourdieu to work in investigation of Chinese education. In this respect, we engage with a critical response to two problematics: (1) the risk of colonisation of one research community by another; and (2) the possibility of transcending theory beyond its context of origin. We conclude the chapter by coming to grips with some of the social and educational changes in China that continue to pose difficult and complicated questions for Bourdieusian sociologists of Chinese education, warranting further investigation.
School/Discipline
Dissertation Note
Provenance
Description
Access Status
Rights
Copyright 2023 selection and editorial matter, Guanglun Michael Mu and Karen Dooley; individual chapters, the contributors
Access Condition Notes: Accepted manuscript available after 1 October 2024