Being critical: the practical logic of Bourdieu's metanoia

Abstract

This article addresses the notion of ‘being critical’ in the application of the theoretical approach of Pierre Bourdieu to educational policy research. It stems from a concern to avoid a kind of ‘critical ghetto’, where educational research is reinterpreted in Bourdieusian terms, or metaphorised in his conceptual language, without realising the practical implications and consequences of viewing educational phenomena from such a perspective. Issues of research theory and practice are discussed, as well as the meaning of ‘being critical’. A series of case examples are offered where a Bourdieusian approach uncovered hidden generating structures in a range of educational settings: the education field of power; teacher education; language in education; and social capital policy. Rather than prioritise the political and emancipatory aspects of such critical analyses, the article, whilst acknowledging the necessity of these, draws attention to the practical, policy implications arising from the studies. The underlying argument is that ‘bad’ research, constructed without recognition of the full practical dynamic of educational phenomena, gives rise to ‘bad’ policy; in other words, partial and fragmented policy or policy with unexpected outcomes undermining its effectiveness. The article concludes that a Bourdieusian perspective consequently has direct relevance to educational leaders and managers and that ‘being critical’ has a real practical relevance. As such, this area of policy research has a central role to play within contemporary educational discourse.