Foreword, Diane Reay (LSE, UK)Introduction: Using Bourdieu to Theorize Aspiration, Garth Stahl (University of South Australia, Australia), Ciaran Burke (University of Derby, UK), Derron Wallace (Brandeis University, USA) and Steven Threadgold (University of Newcastle, Australia)Part I: Advancing Bourdieu’s Conceptual Tools 1. Maybe it is for the Likes of Us … Reconsidering Classed Higher Education and Graduate Employment Trajectories, Ciaran Burke (University of Derby, UK)2. Bourdieu is Not a Determinist: Illusio, Aspiration, Reflexivity and Affect, Steven Threadgold (University of Newcastle, Australia)Part II: Using and Developing Habitus 4. Young People’s Educational Expectations, Aspirations and Choices: The Role of Habitus, Gender and Fields, Aina Tarabini and Marta Curran (Autonomous University of Barcelona, Spain) 3. Putting Habitus to Work: Habitus Clivé, Negotiated Aspirations and a Counter-Habitus?, Garth Stahl (University of South Australia, Australia)Part III: Using and Developing Theoretical Approaches to Capital 5. Operationalizing Bourdieu for the Study of Student Aspirations: Conceptual and Methodological Challenges, James Albright, Jennifer Gore, Maxwell Smith (University of Newcastle, Australia) and Kathryn Holmes (Western Sydney University, Australia)6. Shadow Capital and the Undermining of College-Going Aspirations, Amy E. Stich (University of Georgia, USA) and Kristin Cipollone (Ball State University, USA)Part IV: Advancing Bourdieu’s Concepts in The Field of Education 7. Aspirations and the Histories of Elite State Schools in London: Field Theory, Circuits of Education and the Embodiment of Symbolic Capital, Sol Gamsu (University of Bath, UK)8. Thinking with Bourdieu About Teachers’ Pedagogies and Their Dispositions for Social Justice: Unthinkingness in Aspiration Formation, Russell Cross (University of Melbourne, Australia), Carmen Mills (University of Queensland, Australia), Trevor Gale (University of Glasgow, UK)Part V: Bourdieusian Perspectives on Aspirations and Gender 9. ‘It Was Noticeable So I Changed’: Supergirls, Aspirations and Bourdieu, Tamsin Bowers-Brown (University of Derby, UK)10. Bourdieu Plus: Understanding the Creation of Agentic, Aspirational Girl Subjects in Elite Schools, Joan Forbes (University of Stirling, UK) and Claire Maxwell (University College London, UK)Part VI: Ethnic Inequalities and Identities: Assessing Bourdieu’s Tools 11. Aspirations in Britain’s Caribbean diaspora: Applying Bourdieu’s Doxa, Derron Wallace (Brandeis University, USA)12. Bourdieu in Nigeria: The Colonial Habitus and Elite Nigerian Parents’ Aspirations for their Children, Pere Ayling (University of Suffolk, UK)13. Bridging the Gap: Using Bourdieu and Critical Race Theory to Understand the Importance of Black Middle-Class Parents’ Educational Aspirations for Their Children, Barbara Adewumi (University of Kent, UK)Index

The Bloomsbury Social Theory and Methodology in Education Research series brings together books exploring various applications of social theory in educational research design. Each book provides a detailed account of how theory and method influence each other in specific educational research settings, such as schools, early childhood education, community education, further education colleges and universities. Books in the series represent the richness of topics explored in theory-driven education research, including leadership and governance, equity, teacher education, assessment, curriculum and policy studies. This innovative series provides a timely platform for highlighting the wealth of international work carried out in the field of social theory and education research, a field that has grown considerably in recent years and has made the likes of Pierre Bourdieu and Michel Foucault familiar names in educational discourse. Series Editor:Mark Murphy is Reader in Education & Public Policy and Co-Director of the Robert Owen Centre for Educational Change, University of Glasgow, UK.Editorial Board:Julie Allan, University of Birmingham, UKRobert Aman, University of Glasgow, UKStephen Ball, UCL Institute of Education, UKCristina Costa, University of Strathclyde, UKDympna Devine, University College Dublin, IrelandDonald Gillies, University of the West of Scotland, UKJones Irwin, Dublin City University, IrelandBob Lingard, University of Queensland, AustraliaAmy Stambach, University of Wisconsin-Madison, USAAndrew Wilkins, Goldsmiths, University of London, UK