Theory as method in research: on Bourdieu, social theory and education

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IntroductionIntroduction: Bourdieu and education research (Mark Murphy and Cristina Costa)Section 1: Researching Educational IdentitiesNegotiating Chineseness through Chinese heritage language learning: the role of habitus (Guanglun Michael Mu)The production of identity capital through school (Jo Warin)Doxa, digital scholarship and the academy (Cristina Costa and Mark Murphy)Section 2: Researching Equity in EducationOperationalizing Bourdieu, interrogating intersectionality and the underachievement of primary level Afro-Trinidadian boys (Ravi Rampersad)Inequalities, parental social capital and children's education (Maria Papapolydorou)Doing critical educational ethnography with Bourdieu (Katie Fitzpatrick and Stephen May)Section 3: Researching Educational Leadership and ManagementMobilising Bourdieu to think anew about educational leadership research (Scott Eacott)Narrative inquiry as a methodology for embedding Bourdieu's tools (Bruce Kloot)Section 4: Researching Teacher EducationTurning a Bourdieuian lens on the teaching of English in primary schools: linguistic field, linguistic habitus and linguistic capital (Naomi Flynn)Stimulating conversations between theory and methodology in mathematics teacher education research: Inviting Bourdieu into self-study research (Kathleen Nolan)ConclusionConclusion: Method as theory: (re)exploring the intellectual context of education research (Cristina Costa and Mark Murphy)