By Associate Professor Guanglun Michael Mu from UniSA’s UniSA Centre for Research in Educational and Social Inclusion (CRESI)
Quantifying Bourdieu in Educational Research Traditions, Innovations, and a Reflexive Invitation revolves around the rationale, urgency and application of quantifying Bourdieu in educational research. It begins with a succinct revisit to Bourdieu’s methodological pluralism and quantitative program, and a critical review of existing but limited Bourdieusian quantitative educational studies, establishing the theoretical, methodological and contextual foundations for empirical applications of quantitative methodology in Bourdieusian educational research. The book then presents three examples of such empirical applications as individual chapters, utilising multiple correspondence analysis and social network analysis. These chapters respectively examine social class and educational mobility, teacher resilience and teacher education, and social grouping and social change. The book concludes with a proposal to mobilise a range of 'relational' quantitative methodologies – including factor analysis, cluster analysis, logistic regression, multilevel modelling, and cross-lagged panel model – within a Bourdieusian remit, and extends a reflexive invitation to quantify Bourdieu in educational research.
Quantifying Bourdieu in Educational Research Traditions, Innovations, and a Reflexive Invitation is available from Springer.