Michael James Grenfell – författare

Pierre Bourdieu is indisputably a major thinker in education. Michael Grenfell's volume offers the most coherent account of Bourdieu's educational thought. This work is divided into: intellectual biography; critical exposition of Bourdieu's work; the reception and influence of Bourdieu's work; and the relevance of the work today.This volume is part of a major international reference series that provides comprehensive accounts of the work of seminal educational thinkers from a variety of periods, disciplines and traditions. It is the most ambitious and prestigious such project ever published - a definitive resource for at least a generation. The thinkers covered in the series include: Aquinas, Aristotle, Bourdieu, Bruner, Dewey, Foucault, Freire, Holt, Kant, Locke, Montessori, Neill, Newman, Owen, Peters, Piaget, Plato, Rousseau, Steiner, Vygotsky, West and Wollstonecraft.

The French social theorist Pierre Bourdieu was a key thinker about education and educational processes in the second half of the twentieth century. He made his name in seminal texts such as The Inheritors and Reproduction in which he analysed academic discourse and showed how differences in cultural capital led to different outcomes for those who passed through school and university. His concepts of Habitus and Field have since been used extensively in educational research. This book begins by setting his intellectual development within his own biography and then discusses each of his major works on education in turn: from the early studies of students and their learning to later analyses of the French academic space and the elite training colleges. There is also critical discussion of a range of commentators’ views on this approach. The book concludes with a series of applications of Bourdieusian thinking on various educational topics: teacher education, classroom discourse, higher education and policy. No educational discussion is complete without consideration from a Bourdieusian perspective. This book shows how and why.

Language Learner Strategies combines principles with research and classroom practice, providing a new view of language learning to inform policy and teaching methodology. Divided into three parts, the book draws links between language learning theory in the established research literature, the authors’ own empirical studies and the implications for curriculum policy and teacher education.The book addresses issues that to date have not been fully explored including the strategies of the 12-15 year old age range learning Modern Languages such as French, German, Spanish and Mandarin Chinese. A special focus is given to the sociocultural aspects of learner strategies and their link with psychological contexts in which they are used. The authors explore the cognitive turn in language learner strategy research and the practical teaching approaches it helps to develop. It sets a future agenda for learner strategy research and classroom practice.

Language Learner Strategies combines principles with research and classroom practice, providing a new view of language learning to inform policy and teaching methodology. Divided into three parts, the book draws links between language learning theory in the established research literature, the authors’ own empirical studies and the implications for curriculum policy and teacher education.The book addresses issues that to date have not been fully explored including the strategies of the 12-15 year old age range learning Modern Languages such as French, German, Spanish and Mandarin Chinese. A special focus is given to the sociocultural aspects of learner strategies and their link with psychological contexts in which they are used. The authors explore the cognitive turn in language learner strategy research and the practical teaching approaches it helps to develop. It sets a future agenda for learner strategy research and classroom practice.