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AcceptedCC BY-NC-ND V4.0, Open Access
Journal article
Researching the habitus of global policy actors in education
Cambridge Journal of Education, Vol.45(1), pp.25-42
2015
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Abstract
This paper reprises the argument for the emergence of a global education policy field and then focuses on the shared habitus of global and national policy actors and technicians. It is argued that this shared habitus is constituted as a reflection of and a contribution to the creation of the global education policy field. Bourdieu’s approach to habitus as both methodological tool and concept is used and the significance of the interview encounter to understanding habitus is argued. The authors also draw on the content of interviews with five elite policy-makers and technicians. It was found that the policy actors and technicians shared a similar middle-class embodied habitus; in terms of schemes of perception, they identified with a high-modernist confidence in both science and technology; they identified with a cosmopolitan outlook and sensibility; and demonstrated scientistic approaches that held real confidence in understanding the social through quantitative social science methods.
Details
- Title
- Researching the habitus of global policy actors in education
- Creators
- Bob Lingard - University of QueenslandSam Sellar - University of QueenslandAspa Baroutsis - University of Queensland
- Publication Details
- Cambridge Journal of Education, Vol.45(1), pp.25-42
- Publisher
- Routledge
- Grant note
- The research upon which this paper is based has been developed from an Australian Research Council (ARC) funded Discovery Project (DP1094850), Schooling the Nation in an Age of Globalisation: National Curriculum, Accountabilities and their Effects.
- Identifiers
- 991012992891202368
- Copyright
- © 2015 University of Cambridge, Faculty of Education
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article