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Patrick Locke & Karl Maton. (2019) Serving two masters: how vocational educators experience marketisation reforms. Journal of Vocational Education & Training 71:1, pages 1-20.
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Andrew Skourdoumbis. (2018) National Plan for School Improvement and Students First: the predictable nature of school education policy and the problem of student achievement. Discourse: Studies in the Cultural Politics of Education 39:4, pages 603-614.
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Bruce Charles Kloot. (2015) A historical analysis of academic development using the theoretical lens of Pierre Bourdieu. British Journal of Sociology of Education 36:6, pages 958-975.
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Rosie Perkins. (2013) Learning cultures and the conservatoire: an ethnographically-informed case study. Music Education Research 15:2, pages 196-213.
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Scott Eacott. (2013) Towards a theory of school leadership practice: a Bourdieusian perspective. Journal of Educational Administration and History 45:2, pages 174-188.
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Sue Clegg. (2012) Conceptualising higher education research and/or academic development as ‘fields’: a critical analysis. Higher Education Research & Development 31:5, pages 667-678.
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Sue Clegg. (2009) Forms of knowing and academic development practice. Studies in Higher Education 34:4, pages 403-416.
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Ian Hardy. (2008) The impact of policy upon practice: an Australian study of teachers' professional development. Teacher Development 12:2, pages 103-114.
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Ian Hardy & Bob Lingard. (2008) Teacher professional development as an effect of policy and practice: a Bourdieuian analysis. Journal of Education Policy 23:1, pages 63-80.
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Paul Gibbs & Jonathan Garnett. (2007) Work‐based learning as a field of study. Research in Post-Compulsory Education 12:3, pages 409-421.
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Paul Gibbs, Mehmetali Dikerdem, Geoffrey Elliott & Jonathan Garnett. (2007) Introduction. Research in Post-Compulsory Education 12:3, pages 277-278.
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