Bourdieu, Language, and Reflexivity: In Theory and Practice

• In Event: 49.064 - Revisiting Longitudinal Language Ethnographies: The Case of Bourdieu and Reflexivity

Abstract

1. Objectives and Purposes
The purpose of this paper is to return to issues of theory and practice arising from and across the preceding papers. The main objective here is to compare similarities and differences between them in the light of Bourdieu’s own approach and studies. The intention is a new formulation of reflexivity in educational language ethnographic practice and to be explicit about ‘how to do it’.
2. Perspectives or theoretical framework
The paper will take Bourdieu as its point de départ and consider ethnographical study in principle from such a view point. The nature of reflexivity from this perspective will be addressed using, firstly, Bourdieu’s key concepts of habitus, field, and capital, but then exploring underlying psychological and philosophical issues in order to establish just what reflexivity is for Bourdieu, why it is essential, and how to do it (Grenfell, 2012). His notion of structure, from a range of vantages, will be explained in order to illustrate such facets of reflexivity as: ‘reflexive objectivity’, ‘objective subjectivity’ and ‘subjective objectivity’ as part of ‘praxeological knowledge’. The implications of such knowledge for our understanding of education, language and literacy practice will be illustrated. Further issues of ‘skholè’, ‘metanoia’ and ‘radical doubt’ will also be explored in order to arrive at the form of science that is available from this approach (Bourdieu, 2000, 2004a) .

3. Methods, techniques and Modes of enquiry
The paper draws illustration from both ethnographic/ qualitative studies and quantitative/ statistical methods (Grenfell and Lebaron, 2014). Empirical exemplification will come from three sources: 1) the studies offered in this session; 2) studies from the language classroom conducted by the presenter (Grenfell et al., 2011, 2012); 3) Bourdieu’s own oeuvre, especially the studies conducted in the Béarn and education which he ‘revisited’ periodically, reworking data in order to uncover fresh insights (Bourdieu, 1988, 2008). The paper will also consider the particularity of Bourdieu’s later ethnographic work – The Weight of the World (1999) – to highlight the relationship between the researcher and the research (Bourdieu, 2004b).

4. Results/ Substantiated conclusions
The results/ outcomes demonstrate the nature of reflexivity and the ‘depths’ of knowledge/ understanding available to the ethnographical researcher. The paper formulates principles of practice, as well as techniques, for reflexive ethnographical practice ‘over time’. Such results/ conclusions are shown as congruent with Bourdieu’s own methods and approaches as developed throughout his career, and which can guide others intending to adopt a similar methodological practice.

5. Scientific or Scholarly significance
Bourdieu’s work has been used over recent decades in a number of educational/ language ethnographic research studies. Most, however, have an undeveloped approach to reflexivity, both in terms of principles and practice; some not explicitly integrating this key aspect of his approach into research method at all. The paper, as the session, is intended to rectify this position and make a seminal statement about educational ethnography and our understanding of reflexivity as a key component part of it.

Author

• Michael James Grenfell, University of Southampton - Highfield