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Schooling novice mathematics teachers on structures and strategies: A Bourdieuian perspective on the role of “others” in classroom practices
Abstract
School discursive practices produce and reproduce acceptable notions of the good mathematics teacher, thereby shaping identity and agency in becoming a teacher. In this paper, I draw on key aspects of Bourdieu’s social field theory—his conceptual “thinking tools” and his reflexive sociology—to explore the relations and discourses of school mathematics classrooms as experienced by two novice secondary mathematics teachers. Presentation and analysis of interview transcript data, juxtaposed with fictional “dear novice teacher” letters from the field, reveal the ways in which the two novice mathematics teachers carefully negotiate space for enacting agency amid institutional school “others.” The reflections in this paper are made relevant for mathematics teacher education through a better understanding of novice mathematics teacher agency, including an account of how these two teachers are being “schooled” on the structures and strategies of classroom practices. An additional contribution of this paper to theory in mathematics education lies in the approach to analysis that draws on Bourdieu’s reflexive sociology, specifically the concept of a field of opinion, to introduce competing discourses offered by novice teachers in mathematics classrooms and by teacher educators/researchers in teacher education programs.
... Additionally, the researchers selected samples consisting of science, mathematics, primary school, early childhood, secondary school, special education, language, and music teachers, either alone or in varying combinations. (Ashton, 2021;Bamber, Bullivant, Clark, & Lundie, 2019;E et al., 2022;Eteläpelto, Vähäsantanen, & Hökkä, 2015;Gan, 2018;Heikkilä, Iiskala, Mikkilä-Erdmann, & Warinowski, 2022;Heikonen, Pietarinen, Pyhältö, Toom, & Soini, 2017;Keogh, Garvis, Pendergast, & Diamond, 2012;Lim & Yun, 2022;Lu, Leung, & Li, 2021;Naraian, 2022;Nolan, 2016;Noyes, 2008;Paris & Lung, 2008;Powell, 2019;Rostami & Yousefi, 2020;Starkey, 2010 Considering the distribution of studies in Table 2 by topics, it is apparent that the agency studies primarily focus on teacher or professional agency, autonomy, teacher or professional development, teacher perspectives, teacher attrition, leadership development, teacher social networks, social justice, accountability, reform, teacher quality, relational agency, identity, resilience, and various combinations of these subjects. ...
... When they find the necessary courage and they want to introduce modern educational practices against traditional ones, they may receive a reaction from the existing doxa. Once teachers have discovered that doxa will not change immediately in the context of their work, they can demonstrate their agency by hiding or not mentioning modern educational practices (Nolan, 2016). At the same time, it is thought that the social tendencies that constitute the existing habitus of teachers are utilized by teachers in using their agency to adapt to the habitat of the school, and that the harmony between habitus and habitat can be effective in retaining teachers (Noyes, 2008). ...
... Teachers want to reflect their modern practices, professional beliefs, personal qualities, and educational philosophies to their lessons and to make a change or a difference (Chaaban & Sawalhi, 2021;Wei et al., 2021). When the agency of novice teachers is evaluated within the school context, it can be said that there are conflicts between modern educational practices and traditional educational practices (Nolan, 2016;Trent, 2017). This is also seen in reform practices (Lockton & Fargason, 2019). ...
Global policies, accountability standards, and various challenges in education around the world have a negative impact on the professional lives of novice teachers. Teacher agency has gained attention as a popular topic that offers different, new perspectives for teachers' professional development and efforts to improve the quality of education. The present study aims to examines the agency of novice teachers. For this purpose, the distribution of the compiled studies by years, countries, research method, sample size, experience level, and subject was examined. It also examined the barriers to novice teachers' agency and the findings of studies focusing on novice teacher agency. In order to identify the relevant peer-reviewed studies in the literature for scoping, research was conducted in the Web of Science, ERIC, Scopus, PsychINFO, and MEDLINE databases. The studies obtained from the databases were accessed in 53 studies using PRISMA research methodology. The study was prepared according to the stages of the scoping review methodology created by Hilary Arksey and Lisa O'Malley. As a result, the conditions affecting the agency of novice teachers were evaluated from teacher education, school context, and policy perspectives, and recommendations were made to researchers, teacher educators, and policymakers.
... Acceptable notions of good mathematics teachers are produced and reproduced by the school's discursive practices; during this process, teacher agency is shaped and developed (Nolan, 2016). Compared to a teacher-centred approach, student-centred approaches create greater space for both the teacher and the students to play an active role in mathematics teaching and learning (Felton & Koestler, 2015). ...
... However, studentcentred teaching approaches in mathematics education are usually considered to be "extra" or "time-filler", since they are not connected closely enough to curriculum outcomes and the learning of key mathematical contents (Nolan, 2014, p. 269). This makes it difficult for mathematics teachers to enact agency to promote innovative mathematics teaching practices, particularly for novice mathematics teachers (Nolan, 2016). Although they have been introduced to innovative pedagogies prior to entering schools, they are likely to find that what they observe in authentic classrooms differs from how they have been taught in the teacher education programme. ...
... Doris exhibited strong agency in realising her own preference for IHT implementation in an environment that strongly emphasised students' performances in examinations. Before describing how she exercised the agency, we first introduce how she conformed to the doxa-the system of core values and discourses established by social practice (Bourdieu, 1977;Nolan, 2016)-for a better understanding of how she enacted agency later. ...
The importance of integrating history into mathematics education is widely recognised in the literature and advocated in curricula worldwide, including in China. However, under the influence of the long-standing centrally designed curricula, teachers in China are accustomed to content- and teacher-centred examination-driven teaching practices. Adopting a life story approach, this paper reports the case of a mathematics teacher who integrated history into her mathematics teaching during the initial two years of her teaching in a Shanghai high school. The agentic perspective adopted in the study allows us to focus on how the teacher’s agency was enacted and achieved when engaging in teaching practices. Our findings reveal the roles played by personal qualities, prior experiences, and the structure and culture of schooling in the teacher’s agency in integrating history into teaching under a dominant performance-driven context. Implications of the results for integrating history into teaching in restricted contexts are then discussed.
... To view the relations as structuring structures means that becoming teachers do possess agency, albeit different forms of agency that are not quite as visible and explicit as those nurturing the (current) dominant school discourses. As an example, consider my recent research study with novice mathematics teachers (Nolan, 2016). In that study, I drew on Bourdieu's concepts of doxa, orthodoxy, and heterodoxy to situate the social spaces for habitus-field fits, including the discourses arising from habitus-field (mis)fits. ...
... I propose that Nolan (2016) points to the promise of having teacher candidates work with Bourdieu's concepts of doxa (and orthodoxy and heterodoxy) in their teacher education courses to unpack the stories of these (and other) novice teachers. Drawing on Bourdieu's conceptual framework in teacher education courses could play a critical role in the education of teacher candidates-one that reveals (and subsequently challenges) the ways in which prospective and novice teachers silently work around or through the dominance of school doxa. ...
In their technical-rational focus on knowledge and skills, teacher education programs can function to (re)produce an educational system that works to occupy teachers' time with studying learning theories and classroom pedagogical approaches to such an extent that modes of domination in the wider structures of schools and schooling are not even noticed, let alone questioned. In this chapter, we make an argument for building teacher candidates' critical capacities for thinking with theory by intentionally weaving social theories and theorists through teacher education courses. We discuss how we have introduced and applied the tools of Bourdieu's social field theory in our teacher education courses and field experience, with a goal for teacher candidates to build the capacity to move beyond technical-rational thinking and into noticing and critiquing the wider modes of domination that permeate schools and school systems. In doing so, we work toward realizing anti-oppressive education and a critically reflexive stance in our work as mathematics and social studies teacher educators.
... These constitute valid forms of capital, conferring seniority and leadership roles. The "traditional dispositions" described stem from enduring pedagogical orientations that develop through one's trajectory in the professional field over time (Nolan, 2016). Sudden injections of new technological capital thus threaten the value of the knowledge and status accumulated by experienced lecturers. ...
Technology has brought about new knowledge forms in all aspects of human life. The new forms of knowledge have transformed not only human lives but also human ways of doing things. Education has also benefited from technological transformation which is witnessed through the delivery of teaching and reception of learning with technology. The use of technology in teaching has been a fundamental theme in the 21st century as the world tends towards the fourth industrial revolution. Using Bourdieu's social theory, this paper seeks to gain an understanding of how the use of technology is impacted by the social context of language lecturers. This study aimed to investigate how language lecturers' social context influences their use of technology in teaching African languages. To pursue the above aim, an in-depth interview was conducted with 8 language lecturers across 3 universities in KwaZulu-Natal using stratified and snowball sampling methods. This study analyses lecturers' social context regarding technology use in teaching. It also examines the value lecturers place on technology for teaching African languages. Finally, it provides recommendations for lecturers and stakeholders to effectively implement technology for teaching African languages within the social context of language lecturers.
... There is some evidence that preservice teachers adopt the beliefs and practice of mentoring teachers in schools where they undertake their professional practice (Swearingen, 2014). Nolan (2016) claims preservice teachers must experience innovative, inquiry-based learning for themselves if they are to be able to implement such approaches in their classrooms. ...
... There is some evidence that preservice teachers adopt the beliefs and practice of mentoring teachers in schools where they undertake their professional practice (Swearingen, 2014). Nolan (2016) claims preservice teachers must experience innovative, inquiry-based learning for themselves if they are to be able to implement such approaches in their classrooms. ...
This book brings together topics related to 21st century education in first-, second-, and tertiary-level education in Ireland. Divided into four parts, it highlights various aspects of Irish education.
... There is some evidence that preservice teachers adopt the beliefs and practice of mentoring teachers in schools where they undertake their professional practice (Swearingen, 2014). Nolan (2016) claims preservice teachers must experience innovative, inquiry-based learning for themselves if they are to be able to implement such approaches in their classrooms. ...
... There is some evidence that preservice teachers adopt the beliefs and practice of mentoring teachers in schools where they undertake their professional practice (Swearingen, 2014). Nolan (2016) claims preservice teachers must experience innovative, inquiry-based learning for themselves if they are to be able to implement such approaches in their classrooms. ...
... There is some evidence that preservice teachers adopt the beliefs and practice of mentoring teachers in schools where they undertake their professional practice (Swearingen, 2014). Nolan (2016) claims preservice teachers must experience innovative, inquiry-based learning for themselves if they are to be able to implement such approaches in their classrooms. ...
Part 1. The social construction of Irish identity historically, and current diversity in Irish society: In the years 2016-2022, it behoves us to reflect on how Irish identity was deliberately constructed as pro-Irish speaking, Catholic and anti-Protestant and how this has now changed in the 21st century with greater inclusion of ethnic minorities reflecting current ethnic diversity in Irish society.
Part 2. The digital age — online teaching, learning and supervisory practices: As befits a digital age, this section explores the benefits and challenges of many aspects of online education, such as orientation, supervision and instructional digital stories.
Part 3. Contemplative pedagogies, bereavement and mindfulness in education: Students are more than empty vessels to be filled with information; this section explores the importance of mindfulness in education.
Part 4.Specific issues in education: leadership, phonology, pedagogy and standardised testing. This section explores leadership styles of female primary school principals and then examines the development of phonological awareness among primary school teachers based on an inventory of phonemes specific to the Irish context, challenges in maths teaching and the fitness for purpose of standardised tests in primary schools.
The purpose of this project was to conduct a theoretical literature review of the research that has documented examples of teachers’ principled resistance to curricular control. Principled resistance occurs when teachers reject curricular policies and programs that control their work and conflict with their professional principles. The authors examined the pedagogical commitments that led to teachers’ principled resistance and drew upon Lacey’s and Sikes et al.’s model of teacher socialization to analyze how teachers have engaged in principled resistance. The authors located 62 studies published between 1984 and 2022. Teachers resisted forms of neoliberal curricular control they believed did not meet their students’ academic and social needs, most negatively impacted ethnically diverse and impoverished students, and was not culturally responsive. Teachers enacted principled resistance through strategic compliance, strategic compromise, strategic redefinition, overt and outright resistance, and leaving. Implications for researchers, school administrators, policymakers, and teachers are discussed.
Chapter Five describes some empirical research in both primary and secondary university teacher education. It considers how practices of teacher education impact on classroom practice by new teachers and thus shape the mathematics that takes place. The theme is explored through an extended discussion of how the conduct of mathematical teaching and learning is restricted by regulative educational policies that set the parameters of teacher education. Specifically, it considers the example of how mathematics is discursively produced by student teachers within an employment-based model of teacher education in England where there is a relatively low level of university input. It is argued that teacher reflections on mathematical learning and teaching within the course are patterned in line with formal curriculum framings, assessment requirements and the local demands of their placement school. Here, both teachers and students are subject to regulative discourses that shape their actions and, consequentially, this regulation influences the forms of mathematical activity that can take place and be recognised as such, but where this process restricts the presentational options for the mathematics in question. It is shown how university sessions can alternatively provide a critical platform from which to interrogate these restrictions and renegotiate them.
Preview: https://www.springer.com/gp/book/9783030550998
Reconceptualizing mathematics teacher education means studying the complex processes of being and becoming a teacher from multiple perspectives. This chapter reports on research tracing novice teachers' constructions of identity and agency through an understanding of their first few years 'becoming' a mathematics teacher and the role of secondary mathematics teacher education in this process. In particular, the theme of this chapter is the role played by the discursive drive for teaching and learning through inquiry (TLTI) in the process of becoming a teacher. Using discourse analysis informed by Bourdieu's social field theory, four threads of normativity are teased out of participants' experiences of teaching and learning through inquiry. In this chapter it is proposed that the four threads create a tightly woven network of discursive relations that structure the social space(s) of mathematics classrooms, producing normative notions of the good mathematics teacher as well as the processes for being and becoming one.
At the heart of contemporary teaching reform initiatives is a pedagogy based around inquiry. In this paper, we explore inquiry through the efforts of one pre-service teacher, Toni, during her practicum experience in a secondary mathematics classroom. We look at the ways in which she negotiates her practice amid intersecting stories of traditional and reform movements. Drawing on aspects of Bourdieu’s social field theory, we highlight not only the tensions between two different “fields,” but also within Toni herself in her efforts to identify and become proficient with inquiry pedagogy.
In this paper, we explore a sociological approach to mathematics education and offer a theoretical lens through which we can come to understand mathematics education as part of a wider set of social practices. Many studies of children’s experiences in school show that a child’s academic success is a product of many factors, some of which are beyond the control and, sometimes, the knowledge of the classroom teacher. We draw on the sociological ideas of Pierre Bourdieu to frame our analysis of the environment in which the pupils learn and the ways in which the practices help to create parallel worlds which are structured quite differently inside and outside the classroom. Specifically, we use Bourdieu’s notions of habitus, field and capital. Using two cases, we highlight the subtle and coercive ways in which the practices of the field of mathematics education allow greater or lesser access to the hegemonic knowledge known as school mathematics depending on the cultural backgrounds and dispositions of the learners. We examine the children’s mathematical learning trajectories and reflect on how what they achieve in the future will, in all likelihood, be shaped by their social background and how compatible this is with the current educational climate.
Mathematics teacher educators are confronted with numerous challenges and complexities as they work to inspire prospective teachers to embrace inquiry-based pedagogies. The research study described in this paper asks what a teacher educator and faculty advisor can learn from prospective secondary mathematics teachers as they construct (and are constructed by) official pedagogical discourses embedded in mathematics classrooms. Drawing on the theoretical constructs of Bourdieu, I present several pervasive discourses, or dispositions, as storied by prospective mathematics teachers. These discourses highlight prospective teachers’ negotiations of conflicting habitus-field fits during their teacher education field experience. The reflections put forth in this paper offer insights into the roles of mathematics teacher educators and teacher education programs in general.
This paper examines teachers’ classroom talk as teachers respond to, interact with and take forward learners’ contributions. Teachers’ responses to learner contributions provide a useful lens in understanding teachers’ hybrid practices as they take up aspects of reform practice. A set of codes for teacher moves is developed to describe teacher responses, which build on previous work in describing classroom talk and provide the beginnings of an elaborated language of description for changes in teaching practice. The codes illuminate the similarities and differences across four secondary school mathematics teachers as they shift their practices to take account of learners’ thinking.
Outline of a Theory of Practice is recognized as a major theoretical text on the foundations of anthropology and sociology. Pierre Bourdieu, a distinguished French anthropologist, develops a theory of practice which is simultaneously a critique of the methods and postures of social science and a general account of how human action should be understood. With his central concept of the habitus, the principle which negotiates between objective structures and practices, Bourdieu is able to transcend the dichotomies which have shaped theoretical thinking about the social world. The author draws on his fieldwork in Kabylia (Algeria) to illustrate his theoretical propositions. With detailed study of matrimonial strategies and the role of rite and myth, he analyses the dialectical process of the 'incorporation of structures' and the objectification of habitus, whereby social formations tend to reproduce themselves. A rigorous consistent materialist approach lays the foundations for a theory of symbolic capital and, through analysis of the different modes of domination, a theory of symbolic power.
Moore's insightful text explores and makes better sense of professional practice by examining that practice in the context of popular views. The book identifies and elaborates three dominant discourses of good teaching: the competent craftsperson, currently favoured by central governments. the reflective practitioner, which continues to get widespread support among teacher trainers and educators. the charismatic subject, whose popular appeal is evidenced in filmic and other media representations of teaching. All of these are critiqued on the basis of their capacity both to help and to hinder improved practice and understandings of practice. In particular, it is argued that the discourses all have a tendency, if not checked, to over-emphasise the individual teacher's or student teacher's responsibility for successful and unsuccessful classroom encounters, and to understate the role of the wider society and education system in such successes and failures. Winner of a Society for Education Studies book prize in 2005, this is a well-informed source of advice and support for teachers and anyone considering teaching as a career.
Pedagogy within mathematics classrooms is of keen interest in any educational discussion. On a wider scale, pedagogical practice that produces desirable outcomes is considered a major instrument for achieving national objectives. Circumstance and setting may vary, but the question relating to how mathematics teachers construct their practice is as relevant in the contemporary environment as it has been in the past. That question lies at the heart of this review. The review will first reflect briefly on past understandings of pedagogy within mathematics education. It will then discuss more recent work focused of pedagogy and pedagogical change that draws on poststructuralist thinking. In keeping with a poststructuralist sensibility, within these discussions the notion of teachers’ identity as key to pedagogical practice will be a central organizing principle.
Novice secondary mathematics teachers attempting teaching consonant with the National Council of Teachers of Mathematics (1991, 2007) Professional Standards for Teaching Mathematics experience many stresses related to their attempts at student-centered instruction; prominent among those were novices' challenges when orchestrating whole-class mathematical discussions with students taking a central, substantive role. During such discussions, students offer conjectures, ideas, and solutions and use mathematical argumentation and verification processes. Such teaching can create uncertainty and stress as teachers occupy a revised teaching role. They avoid evaluating student ideas during class; instead, they ask questions to move students' thinking forward, pose problems that deepen students' mathematical understanding, and choose between competing directions the discussion may take. Ultimately, teachers decide whether to continue pursuing such teaching goals or revert back to more familiar, teacher-centered methods. Supportive networks showed promise at helping novices navigate their first few years of teaching; organized networks helped novices meet their teaching goals while limiting the impact of their challenges on their well-being and teaching goals. The results of this study may inform teacher educators, administrators, and colleagues on how to support novices in pursuing teaching better aligned with novices' teaching ideals and reformer's visions.
In this paper, I highlight the inadequacies of contemporary theoretical and philosophical orthodoxies to fully address pedagogic change. The required change is in mathematics education, and it has to do with enabling preservice teachers, upon graduation, to rework extant power relations in implementing new interactional patterns that centre the mathematics and the learner in dynamic, productive interaction. I interpret data from published research and my own teaching using psychological, overlaid with poststructuralist, constructs of the relationship between knowledge and action. In data interpretation I read through the words for a psychological interpretation (meaning), and I look at the words for poststructuralist indications of subjectification and identity formation (related to how well students recognise themselves as full participants in the combined discourses of mathematics and education). I have my cake and eat it; contradictory notions of the learner and learning to teach in innovative ways are held together to demonstrate (a) how it can happen that a teacher educator’s aspirations can be held ransom to constituted assumptions that inconveniently work against change, and (b) how the recognition that humanist assumptions, mathematical proficiency and agency are discursively constituted (Davies, 1990) can suggest avenues for change in teacher education.
This paper draws on the biographical narratives of two mathematics teachers who describe themselves as ‘traditional’ and ‘connectionist’ teachers respectively. Holland et al.'s amalgam of Bourdieu, Vygotsky and Bakhtin, including ‘figured worlds’, ‘positionality’, ‘self-authoring’, and ‘world-making’ is used to examine these narratives. Differences between the two narratives include (i) their histories of compliant or oppositional identities as learners, and subsequently as teachers; (ii) their different experiences of ‘understanding’ and ‘tricks’, and (iii) their different use of figures as role models or anti-heroes in their self-authoring as teachers. It is argued that these narratives might ‘make worlds’ and provide future teachers in turn with figures for their own professional identity work.
Teacher education – as currently practised – is solidly based on a developmental model of growing expertise, where novices move from error to effective practice by replicating the strategies and classroom moves of model teachers. Short timelines and limited opportunities for experience create challenges for students wishing to become teachers. Deleuze's construct of Becoming opens new perspectives on what it means for prospective teachers to explore the notion of Becoming-teacher, where learning about teaching is an encounter with ever-new situations and relationships. This chapter concludes with an invitation to teacher educators to experiment in their own practice, to do with their students, to fully explore the potentialities of Becoming-Teachers.
This article focuses on an experienced high school mathematics teacher who changed her practice without participating in planned
interventions aimed at producing this change. It reports on the nature of the teacher’s change from her perspective and an
interpretation and understanding of the change from the researcher’s perspective. It illustrates how meaningful change can
occur when the process is initiated and rooted in the teacher’s experience based on a tension in self and/or practice that
is personal and real to him or her. It discusses three types of change that are possible depending on the level of engagement
of the teacher in professional development opportunities: instrumental change, conceptual change, and foundational change.
KeywordsHigh school mathematics teacher-Self-development-Change-Inquiry teaching
This article is based on one of the several case studies of recent graduates of a teacher education programme that is founded
upon inquiry-based, field-oriented and learner-focussed principles and practices and that is centrally concerned with shaping
teachers who can enact strong inquiry-based practices in Kindergarten to Grade 12 classrooms. The analysis draws on interviews
with one graduate, and on video data collected in his multi-aged Grade 1/2 classroom, to explore some of the ways in which
this new teacher enacted inquiry-based teaching approaches in his first year of teaching and to consider his capacity to communicate
his understanding of inquiry. This article presents implications for beginning teachers’ collaborative practices, for the
assessment of new teachers and for practices in preservice teacher education.
KeywordsInquiry-based learning and teaching-Beginning teachers-Communicating beliefs
First publ.in French,Paris,Ed.de Minuit,1970,La Réproduction: éléments pour une théorie du système d'enseignement.Incl.bibl., index,app., glossaire
Over the last three decades, the French sociologist Pierre Bourdieu has produced one of the most imaginative and subtle bodies of social theory and research of the post war era. Yet, despite the influence of his work, no single introduction to his wide-ranging oeuvre is available. This book, intended for an English-speaking audience, offers a systematic and accessible overview, providing interpretive keys to the internal logic of Bourdieu's work by explicating thematic and methodological principles underlying his work. The structure of Bourdieu's theory of knowledge, practice, and society is first dissected by Loic Wacquant; he then collaborates with Bourdieu in a dialogue in which they discuss central concepts of Bourdieu's work, confront the main objections and criticisms his work has met, and outline Bourdieu's views of the relation of sociology to philosophy, economics, history, and politics. The final section captures Bourdieu in action in the seminar room as he addresses the topic of how to practice the craft of reflexive sociology. Throughout, they stress Bourdieu's emphasis on reflexivityâhis inclusion of a theory of intellectual practice as an integral component of a theory of societyâand on methodâparticularly his manner of posing problems that permits a transfer of knowledge from one area of inquiry into another. Amplified by notes and an extensive bibliography, this synthetic view is essential reading for both students and advanced scholars.
In this article the increasing significance of Bourdieu’s social theory is mapped in recent sociological accounts of gender in late-modern societies. What is highlighted in particular is the influence of Bourdieu’s social theory, and especially his arguments regarding critical reflexivity and social transformation, on a specific thesis which is common to a number of contemporary feminist accounts of gender transformations in late modernity. Here it is suggested that in late modernity there is a lack of fit between habitus and field in certain public spheres of action via an increasing transposition or movement of the feminine habitus from private to public spheres, which is linked to a heightened critical reflexivity vis-à-vis gender and to detraditionalization. In this article, however, a number of limits regarding this line of argument are highlighted, especially those flowing from the unproblematic coupling of reflexivity with detraditionalization. This exploration in turn leads to a critical discussion of Bourdieu’s ideas regarding social transformation. In particular it is asked why, when thinking about social transformation, does Bourdieu abandon his own principles regarding practice?
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