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Using Bourdieu in practice? Urban secondary teachers’ and students’ experiences of a Bourdieusian-inspired pedagogical approach

Research output: Contribution to journalArticlepeer-review

Original languageEnglish
Pages (from-to)283-298
Number of pages16
JournalBritish Journal of Sociology of Education
Issue number3
Early online date25 Jun 2017
Accepted/In press24 May 2017
E-pub ahead of print25 Jun 2017



King's Authors


This article discusses an attempt at a Bourdieusian-inspired form of praxis, developed and implemented in collaboration with nine London teachers, aimed at developing a socially just approach to engaging students with science. Data are discussed from nine months of classroom observations of nine secondary science classes from six inner London schools (approximately 200 students, aged 11–15), interviews and workshop data from the nine teachers and 13 discussion groups conducted with 59 students. The approach resulted in noticeable changes in practice, which were perceived by teachers and students to improve student engagement, cultivate a range of science-related dispositions and promote wider student participation and ‘voice’ in classes. Issues, limitations and possibilities for sociology of education are discussed.

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