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The Biographical Illumination: A Bourdieusian Analysis of the Role of Theory in Educational Research

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  • Ciaran Thomas Burke

Abstract

The intention of this paper is to serve as a reflexive comment as to my ongoing empirical processes and epistemological position concerning research on university graduates’ aspirations and expectations of graduate employment. This paper will illustrate the inevitable role of social theory in empirical research, and from a Bourdieusian position, consider the use of theory in creating a break with common sense, the danger of replacing common sense with learned bias, and processes that may aid to avoid this problematic issue. Using educational research as a tangible basis, this paper will discuss the empirical application of the habitus in creating a break with common sense, whilst not losing itself to social theory. However, in an effort to depart from simply offering a comment on the need for the application of theory in educational research, this paper intends to demonstrate how the neo-positivist biographical narrative interview method can, contrary to BOURDIEU's (1987) comments, illuminate the habitus, offering an opportunity for its empirical application in educational research and also for the wider academy.

Suggested Citation

  • Ciaran Thomas Burke, 2011. "The Biographical Illumination: A Bourdieusian Analysis of the Role of Theory in Educational Research," Sociological Research Online, , vol. 16(2), pages 1-9, June.
    • Handle: RePEc:sae:socres:v:16:y:2011:i:2:p:1-9
    DOI: 10.5153/sro.2325
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    Cited by:

    1. Ursula Edgington, 2016. "Performativity and the Power of Shame: Lesson Observations, Emotional Labour and Professional Habitus," Sociological Research Online, , vol. 21(1), pages 136-150, February.

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