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• Cover
• Title
• Copyright
• Contents
• Acknowledgements
• Series foreword
• 1 Introducing Pierre Bourdieu
• Bourdieu’s approach to education
• Bourdieu and a system of unequal education
• Bourdieu’s conceptual frames
• Is it all just reproduction?
• Where next?
• 2 Introducing ELMA – educational leadership, management and administration
• Education – a global/local affair
• Educational leadership and governing
• Bringing Bourdieu to the changes in the education field
• The ELMA field
• Governing and ELMA scholarship
• ELMA concerns and questions
• ELMA and its methodological bases
• The take-up of EEIR and leadership studies as part of governing
• Where next?
• 3 Bringing Bourdieu to ELMA
• Using and misusing Bourdieu
• Bourdieu and educational research
• ELMA and Bourdieu
• Designing a Bourdieusian ELMA study: a hypothetical proposal
• Where next?
• 4 Why do headteachers want autonomy?
• Part A: the phenomenon of headteacher desire for autonomy
• Part B: a Bourdieusian sketch
• 5 What do leaders need to know? The doxa of the thoroughly modern manager
• The context of the case study
• The NC leadership training framework
• Bringing Bourdieu to the qualification modules
• Outside the doxic black box: misrecognition
• In conclusion: what does this example show us about what Bourdieusian thinking might offer to ELMA?
• 6 New practices and old hierarchies: Academy conversion in a successful secondary school in England
• Introduction
• Policy games
• Capital exchanges
• Summary
• 7 Thinking with and against Bourdieu
• The limits of social theory
• The limitations of Bourdieu’s toolkit
• Implications for ELMA scholarship
• A future ELMA agenda?
• 8 Finding out more about Bourdieu
• Introductions to Bourdieu
• Bourdieu on schooling
• Bourdieu and education
• Bourdieu and language, literacy and education
• Bourdieu and ELMA
• Bourdieu on academic practice
• Extended reading about Bourdieu
• References
• Index