On reductions – examining a British-Bourdieusian sociology of education

Winzler, T. (2021) On reductions – examining a British-Bourdieusian sociology of education. British Journal of Sociology of Education, 42(8), pp. 1107-1122. (doi: 10.1080/01425692.2021.1990015)

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In this article I explore a disposition towards a critique of ‘reductionism’ and ‘determinism’ that seems to me to be very much prevalent within British sociology. I take a qualitative educational sociology that uses Bourdieusian concepts as one body of research where this disposition is expressed with particular fervour. A close examination of this work reveals its tacit acceptance of the limits of specific, and mostly statistical, classifications. It also reveals a distorted approach to reflexivity and the view of rival approaches and critiques. This points towards a specific and systematic disposition that, through the abundant warnings of ‘reductionism’ and ‘determinism’, itself reduces the development of a particular theory to a specific epistemology, thereby endangering the potential of rupture and epistemological break advocated by Bourdieu. This prompts us to pose fresh Bourdieusian questions about the state and practice of Bourdieusian reflexivity.

Item Type:Articles
Glasgow Author(s) Enlighten ID:Winzler, Dr Tim
Authors: Winzler, T.
College/School:College of Social Sciences > School of Social and Political Sciences
Journal Name:British Journal of Sociology of Education
Publisher:Taylor & Francis
ISSN (Online):1465-3346
Published Online:09 November 2021
Copyright Holders:Copyright © 2021 The Author
First Published:First published in British Journal of Sociology of Education 42(8): 1107-1122
Publisher Policy:Reproduced under a Creative Commons License

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Project CodeAward NoProject NamePrincipal InvestigatorFunder's NameFunder RefLead Dept
190423ESRC Doctoral Training Centre 2011...Mary Beth KneafseyEconomic and Social Research Council (ESRC)ES/J500136/1Research and Innovation Services