Garth Stahl is Associate Professor of Education at the University of Queensland, Australia. He is a co-founder of the Bourdieu in Educational Research SIG for the American Educational Research Association.Guanglun Michael Mu is Enterprise Fellow and Associate Professor at the University of South Australia, Australia.Pere Ayling is Senior Lecturer in the School of Social Sciences and Humanities at University of Suffolk, UK.Elliot B. Weininger is Professor of Sociology at SUNY Brockport, USA.

This wide-ranging and illuminating handbook recognizes the importance of both the spatial and the temporal in understandings of Bourdieu’s work, and combines global perspectives with a focus on the local.

• Introduction: Applying Bourdieu in Educational Research, Garth Stahl (University of Queensland, Australia), Guanglun Michael Mu (University of South Australia, Australia), Pere Ayling (University of Suffolk, UK), Elliott Weininger (SUNY, USA)Part I: Advancing Bourdieu's Conceptual Models1. Multiplicity and Educational Reproduction: Building the Intersection of Social Structures into Bourdieu’s Model, Will Atkinson (University of Bristol, UK)2. An Invitation to Bourdieusian Space Analysis: Applying Pierre Bourdieu’s Theory to Geospatial Research in Education, Ee-Seul Yoon (University of Manitoba, Canada)3. Coupling Bourdieu and Barad: Exploring the Vitality of Cross-Cutting Conceptual Meetings, Pamela Burnard (University of Cambridge, UK) and Garth Stahl (University of Queensland, Australia)4. Bourdieu and Sayad’s Multilingual Disposition and Practical Research Skills: Postmonolingual Theorising as a Method of Transknowledging, Michael Singh and LI Xiao Lí (Western Sydney University, Australia)5. From Symbolic Domination to the Coloniality of Power: Contributions to the Study of Educational Inequalities, Joel Windle (University of South Australia, Australia) and Gabriel Nascimento (Universidade Federal do Sul da Bahia, Brazil)Part II: Critiquing Habitus in Educational Research6. The Examination-Driven Education and the Examination Habitus, Yi Huang (Guangdong University of Foreign Studies, China)7. Theorising the Practice of Educational Assessment in the Field of Higher Education: Why Introducing and Developing the Concept of Assessment Capital Is of Pivotal Importance?, Fuad Arif Fudiyartanto (Sunan Kalijaga State Islamic University, Indonesia) and Stephen Dobson (Central Queensland University in Queensland, Australia)8. The Role of Narrative Inquiry in Understanding Habitus Formation and STEM Learner Identities, Yating Hu (University of Queensland, Australia)9. The Instability of Becoming a Teacher: The Interactions Between Habitus and Field in Teacher Preparation, Stephanie C. Sanders-Smith (University of Illinois, USA)10. The Field of Educational Reform Pedagogy: Shifting Novice Science Teachers’ Habitus to Transform Instructional Practices, Heather McPherson (McGill University, Canada)Part III: Problematising Classification, Symbolic Violence and Misrecognition 11. Bourdieu as an Education Consultant: A Sociological Inquiry into Hong Kong’s Stratified Education System, Aaron Koh (The Chinese University of Hong Kong, Hong Kong)12. Towards a Different Kind of Social Distinction? Educational Refusal and the Low Desire Youth Subculture in Contemporary China, Jinting Wu (University at Buffalo, USA)13. Symbolic Violence and the Classroom, Cecilia Muldoon and Carol Fuller (University of Reading, UK)14. Misrecognition, the “Science of Reading,” and the Ongoing Struggle for the Legitimate Discourse of the Field of Reading Education, Lara J. Handsfield (Illinois State University, USA), Deborah MacPhee (Illinois State University, USA) and Patricia C. Paugh (University of Massachusetts, USA)Part IV: Bourdieu and Intersectional Theorizing: Class, Gender, and Race 15. Class Notes: Drawing on Bourdieu’s Theories in Writing an Analytic Autoethnography, Mary Jane Curry (University of Rochester, USA)16. Bourdieu, Reflexivity and Educational Research: Deciphering the Self in Researching Working-Class Girlhood and Social Mobility, Sarah McDonald (University of South Australia, Australia)17. Educating/ion for Change? School, Sex and Surfing Research With Bourdieu, lisahunter (Monash University, Australia) 18. Biting Back at Educational Leadership Scholarship through Feminist Advancements of Bourdieu, Jane Wilkinson (Monash University, Australia) and Katrina MacDonald (Deakin University, Australia)19. Female Refugee Students Seeking ‘Distinction’ in Higher Education: Gendered Aspirations and Rethinking How Habitus Informs Practice, Hannah Soong (University of South Australia, Australia)20. The Invisible Barriers of Structured and Structuring Structures for Marginalised Students and Academics in Higher Education, Troy Heffernan (University of Manchester, UK)21. Expanding Bourdieu’s Habitus to Race: ‘Racialised Habitus’ in Homology of Fields, Dan Cui (Brock University, Canada)Part V: Bourdieu, Mobilities and Global Educational Inequalities22. Researching Global Policy Trends through English Language Education in a Global South Context Using Bourdieu’s ‘Thinking Tools’, Md. Maksud Ali (University of Dundee, UK), Ian Hardy, M. Obaidul Hamid and Bob Lingard (University of Queensland, Australia)23. Researching Language Ideologies and Researcher’s Participant Objectivation: The Case of French in Canada, Sylvie Roy (University of Calgary, Canada)24. Using Bourdieu in International Student Mobility Research: Past, Present, and Future Directions, Benjamin Mulvey (University of Glasgow, UK) and Jihyun Lee (Ulster University, UK)25. Learning, Teaching, and Researching With Bourdieu: A Collaborative Reflection on Bourdieusian Encounters, Matthew A.M. Thomas (University of Glasgow, UK) and Elisabeth E. Lefebvre (Bethel University, USA)26. Bourdieu and the Sociology of Educational Qualifications, Quentin Maire (University of Melbourne, Australia)

Garth Stahl is Associate Professor of Education at the University of Queensland, Australia. He is a co-founder of the Bourdieu in Educational Research SIG for the American Educational Research Association.Guanglun Michael Mu is Enterprise Fellow and Associate Professor at the University of South Australia, Australia.Pere Ayling is Senior Lecturer in the School of Social Sciences and Humanities at University of Suffolk, UK.Elliot B. Weininger is Professor of Sociology at SUNY Brockport, USA.

This wide-ranging and illuminating handbook recognizes the importance of both the spatial and the temporal in understandings of Bourdieu’s work, and combines global perspectives with a focus on the local.

• Introduction: Applying Bourdieu in Educational Research, Garth Stahl (University of Queensland, Australia), Guanglun Michael Mu (University of South Australia, Australia), Pere Ayling (University of Suffolk, UK), Elliott Weininger (SUNY, USA)Part I: Advancing Bourdieu's Conceptual Models1. Multiplicity and Educational Reproduction: Building the Intersection of Social Structures into Bourdieu’s Model, Will Atkinson (University of Bristol, UK)2. An Invitation to Bourdieusian Space Analysis: Applying Pierre Bourdieu’s Theory to Geospatial Research in Education, Ee-Seul Yoon (University of Manitoba, Canada)3. Coupling Bourdieu and Barad: Exploring the Vitality of Cross-Cutting Conceptual Meetings, Pamela Burnard (University of Cambridge, UK) and Garth Stahl (University of Queensland, Australia)4. Bourdieu and Sayad’s Multilingual Disposition and Practical Research Skills: Postmonolingual Theorising as a Method of Transknowledging, Michael Singh and LI Xiao Lí (Western Sydney University, Australia)5. From Symbolic Domination to the Coloniality of Power: Contributions to the Study of Educational Inequalities, Joel Windle (University of South Australia, Australia) and Gabriel Nascimento (Universidade Federal do Sul da Bahia, Brazil)Part II: Critiquing Habitus in Educational Research6. The Examination-Driven Education and the Examination Habitus, Yi Huang (Guangdong University of Foreign Studies, China)7. Theorising the Practice of Educational Assessment in the Field of Higher Education: Why Introducing and Developing the Concept of Assessment Capital Is of Pivotal Importance?, Fuad Arif Fudiyartanto (Sunan Kalijaga State Islamic University, Indonesia) and Stephen Dobson (Central Queensland University in Queensland, Australia)8. The Role of Narrative Inquiry in Understanding Habitus Formation and STEM Learner Identities, Yating Hu (University of Queensland, Australia)9. The Instability of Becoming a Teacher: The Interactions Between Habitus and Field in Teacher Preparation, Stephanie C. Sanders-Smith (University of Illinois, USA)10. The Field of Educational Reform Pedagogy: Shifting Novice Science Teachers’ Habitus to Transform Instructional Practices, Heather McPherson (McGill University, Canada)Part III: Problematising Classification, Symbolic Violence and Misrecognition 11. Bourdieu as an Education Consultant: A Sociological Inquiry into Hong Kong’s Stratified Education System, Aaron Koh (The Chinese University of Hong Kong, Hong Kong)12. Towards a Different Kind of Social Distinction? Educational Refusal and the Low Desire Youth Subculture in Contemporary China, Jinting Wu (University at Buffalo, USA)13. Symbolic Violence and the Classroom, Cecilia Muldoon and Carol Fuller (University of Reading, UK)14. Misrecognition, the “Science of Reading,” and the Ongoing Struggle for the Legitimate Discourse of the Field of Reading Education, Lara J. Handsfield (Illinois State University, USA), Deborah MacPhee (Illinois State University, USA) and Patricia C. Paugh (University of Massachusetts, USA)Part IV: Bourdieu and Intersectional Theorizing: Class, Gender, and Race 15. Class Notes: Drawing on Bourdieu’s Theories in Writing an Analytic Autoethnography, Mary Jane Curry (University of Rochester, USA)16. Bourdieu, Reflexivity and Educational Research: Deciphering the Self in Researching Working-Class Girlhood and Social Mobility, Sarah McDonald (University of South Australia, Australia)17. Educating/ion for Change? School, Sex and Surfing Research With Bourdieu, lisahunter (Monash University, Australia) 18. Biting Back at Educational Leadership Scholarship through Feminist Advancements of Bourdieu, Jane Wilkinson (Monash University, Australia) and Katrina MacDonald (Deakin University, Australia)19. Female Refugee Students Seeking ‘Distinction’ in Higher Education: Gendered Aspirations and Rethinking How Habitus Informs Practice, Hannah Soong (University of South Australia, Australia)20. The Invisible Barriers of Structured and Structuring Structures for Marginalised Students and Academics in Higher Education, Troy Heffernan (University of Manchester, UK)21. Expanding Bourdieu’s Habitus to Race: ‘Racialised Habitus’ in Homology of Fields, Dan Cui (Brock University, Canada)Part V: Bourdieu, Mobilities and Global Educational Inequalities22. Researching Global Policy Trends through English Language Education in a Global South Context Using Bourdieu’s ‘Thinking Tools’, Md. Maksud Ali (University of Dundee, UK), Ian Hardy, M. Obaidul Hamid and Bob Lingard (University of Queensland, Australia)23. Researching Language Ideologies and Researcher’s Participant Objectivation: The Case of French in Canada, Sylvie Roy (University of Calgary, Canada)24. Using Bourdieu in International Student Mobility Research: Past, Present, and Future Directions, Benjamin Mulvey (University of Glasgow, UK) and Jihyun Lee (Ulster University, UK)25. Learning, Teaching, and Researching With Bourdieu: A Collaborative Reflection on Bourdieusian Encounters, Matthew A.M. Thomas (University of Glasgow, UK) and Elisabeth E. Lefebvre (Bethel University, USA)26. Bourdieu and the Sociology of Educational Qualifications, Quentin Maire (University of Melbourne, Australia)

Garth Stahl is Associate Professor of Education at the University of Queensland, Australia. He is a co-founder of the Bourdieu in Educational Research SIG for the American Educational Research Association.Guanglun Michael Mu is Enterprise Fellow and Associate Professor at the University of South Australia, Australia.Pere Ayling is Senior Lecturer in the School of Social Sciences and Humanities at University of Suffolk, UK.Elliot B. Weininger is Professor of Sociology at SUNY Brockport, USA.

This wide-ranging and illuminating handbook recognizes the importance of both the spatial and the temporal in understandings of Bourdieu’s work, and combines global perspectives with a focus on the local.

• Introduction: Applying Bourdieu in Educational Research, Garth Stahl (University of Queensland, Australia), Guanglun Michael Mu (University of South Australia, Australia), Pere Ayling (University of Suffolk, UK), Elliott Weininger (SUNY, USA)Part I: Advancing Bourdieu's Conceptual Models1. Multiplicity and Educational Reproduction: Building the Intersection of Social Structures into Bourdieu’s Model, Will Atkinson (University of Bristol, UK)2. An Invitation to Bourdieusian Space Analysis: Applying Pierre Bourdieu’s Theory to Geospatial Research in Education, Ee-Seul Yoon (University of Manitoba, Canada)3. Coupling Bourdieu and Barad: Exploring the Vitality of Cross-Cutting Conceptual Meetings, Pamela Burnard (University of Cambridge, UK) and Garth Stahl (University of Queensland, Australia)4. Bourdieu and Sayad’s Multilingual Disposition and Practical Research Skills: Postmonolingual Theorising as a Method of Transknowledging, Michael Singh and LI Xiao Lí (Western Sydney University, Australia)5. From Symbolic Domination to the Coloniality of Power: Contributions to the Study of Educational Inequalities, Joel Windle (University of South Australia, Australia) and Gabriel Nascimento (Universidade Federal do Sul da Bahia, Brazil)Part II: Critiquing Habitus in Educational Research6. The Examination-Driven Education and the Examination Habitus, Yi Huang (Guangdong University of Foreign Studies, China)7. Theorising the Practice of Educational Assessment in the Field of Higher Education: Why Introducing and Developing the Concept of Assessment Capital Is of Pivotal Importance?, Fuad Arif Fudiyartanto (Sunan Kalijaga State Islamic University, Indonesia) and Stephen Dobson (Central Queensland University in Queensland, Australia)8. The Role of Narrative Inquiry in Understanding Habitus Formation and STEM Learner Identities, Yating Hu (University of Queensland, Australia)9. The Instability of Becoming a Teacher: The Interactions Between Habitus and Field in Teacher Preparation, Stephanie C. Sanders-Smith (University of Illinois, USA)10. The Field of Educational Reform Pedagogy: Shifting Novice Science Teachers’ Habitus to Transform Instructional Practices, Heather McPherson (McGill University, Canada)Part III: Problematising Classification, Symbolic Violence and Misrecognition 11. Bourdieu as an Education Consultant: A Sociological Inquiry into Hong Kong’s Stratified Education System, Aaron Koh (The Chinese University of Hong Kong, Hong Kong)12. Towards a Different Kind of Social Distinction? Educational Refusal and the Low Desire Youth Subculture in Contemporary China, Jinting Wu (University at Buffalo, USA)13. Symbolic Violence and the Classroom, Cecilia Muldoon and Carol Fuller (University of Reading, UK)14. Misrecognition, the “Science of Reading,” and the Ongoing Struggle for the Legitimate Discourse of the Field of Reading Education, Lara J. Handsfield (Illinois State University, USA), Deborah MacPhee (Illinois State University, USA) and Patricia C. Paugh (University of Massachusetts, USA)Part IV: Bourdieu and Intersectional Theorizing: Class, Gender, and Race 15. Class Notes: Drawing on Bourdieu’s Theories in Writing an Analytic Autoethnography, Mary Jane Curry (University of Rochester, USA)16. Bourdieu, Reflexivity and Educational Research: Deciphering the Self in Researching Working-Class Girlhood and Social Mobility, Sarah McDonald (University of South Australia, Australia)17. Educating/ion for Change? School, Sex and Surfing Research With Bourdieu, lisahunter (Monash University, Australia) 18. Biting Back at Educational Leadership Scholarship through Feminist Advancements of Bourdieu, Jane Wilkinson (Monash University, Australia) and Katrina MacDonald (Deakin University, Australia)19. Female Refugee Students Seeking ‘Distinction’ in Higher Education: Gendered Aspirations and Rethinking How Habitus Informs Practice, Hannah Soong (University of South Australia, Australia)20. The Invisible Barriers of Structured and Structuring Structures for Marginalised Students and Academics in Higher Education, Troy Heffernan (University of Manchester, UK)21. Expanding Bourdieu’s Habitus to Race: ‘Racialised Habitus’ in Homology of Fields, Dan Cui (Brock University, Canada)Part V: Bourdieu, Mobilities and Global Educational Inequalities22. Researching Global Policy Trends through English Language Education in a Global South Context Using Bourdieu’s ‘Thinking Tools’, Md. Maksud Ali (University of Dundee, UK), Ian Hardy, M. Obaidul Hamid and Bob Lingard (University of Queensland, Australia)23. Researching Language Ideologies and Researcher’s Participant Objectivation: The Case of French in Canada, Sylvie Roy (University of Calgary, Canada)24. Using Bourdieu in International Student Mobility Research: Past, Present, and Future Directions, Benjamin Mulvey (University of Glasgow, UK) and Jihyun Lee (Ulster University, UK)25. Learning, Teaching, and Researching With Bourdieu: A Collaborative Reflection on Bourdieusian Encounters, Matthew A.M. Thomas (University of Glasgow, UK) and Elisabeth E. Lefebvre (Bethel University, USA)26. Bourdieu and the Sociology of Educational Qualifications, Quentin Maire (University of Melbourne, Australia)