References
- Biesta, G. (2006). Beyond learning: Democratic education for a human future. Boulder, CO: Paradigm.
- Boltanski, L. (2011). On critique: A sociology of emancipation. Cambridge: Polity Press.
- Bourdieu, P. (1990). In other words: Essays towards a reflective sociology. Stanford, CA: Stanford University Press.
- Bourdieu, P., & Passeron, J. (1990). Reproduction in education, society and culture (2nd ed.). London: Sage.
- Collins, J. C. (2009). Social reproduction in classrooms and schools. Annual Review of Anthropology, 38, 33–48.10.1146/annurev.anthro.37.081407.085242
- Crossley, N. (2005). Key concepts in social theory. London: Sage.
- Dayadev, V. (1983). Holistic education: The urgent need. Melbourne: Centre Publications.
- Fielding, M., & Moss, P. (2011). Democratic education and the common school. London: Routledge.
- Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.
- Gale, T., & Lingard, B. (2015). Evoking and provoking Bourdieu in educational research. Cambridge Journal of Education, 45, 1–8.10.1080/0305764X.2014.998626
- Harber, C., & Sakade, N. (2002). Schooling for violence and peace: How does peace education differ from ‘normal’ schooling? Journal of Peace Education, 6, 171–187.
- Hayes, D., Mills, M., Christie, P., & Lingard, B. (2006). Teachers and schooling: Making a difference – Productive pedagogies, assessment and performance. Crows Nest: Allen & Unwin.
- James, D. (2015). How Bourdieu bites back: Recognising misrecognition in education and educational research. Cambridge Journal of Education, 45, 97–112.10.1080/0305764X.2014.987644
- Kraftl, P. (2013). Geographies of alternative education. Bristol: Polity Press.10.1332/policypress/9781447300496.001.0001
- Lakomski, G. (1984). On agency and structure: Pierre Bourdieu and Jean-Claude Passeron's theory of symbolic violence. Curriculum Inquiry, 14, 151–163.10.1080/03626784.1984.11075918
- Lamb, S., Jackson, J., Walstab, A., & Huo, S. (2015). Educational opportunity in Australia 2015: Who succeeds and who misses out? Centre for International Research on Education Systems, Victoria University, for the Mitchell Institute, Melbourne: Mitchell Institute.
- Lynch, K. (2007). Love labour as a distinct and non-commodifiable form of care labour. The Sociological Review, 55, 550–570.10.1111/j.1467-954X.2007.00714.x
- Mills, C. (2008). Reproduction and transformation of inequalities in schooling: The transformative potential of the theoretical constructs of Bourdieu. British Journal of Sociology of Education, 29, 79–89.10.1080/01425690701737481
- OECD. (2013). PISA 2012 results: Excellence through equity: Giving every student the chance to succeed (Volume II). Pisa: Author.
- Raywid, M. (1999). History and issues of alternative schools. The Educational Digest, 64, 47–51.
- Schlechty, P. C. (2011). Engaging students: The next level of working on the work. Louisville, KY: John Wiley and Sons.
- Schubert, J. (2008). Suffering/symbolic violence. In M. Grenfell (Ed.), Pierre Bourdieu: Key concepts (pp. 183–196). Durham: Acumen.
- Scott, B. C. (2012). Caring teachers and symbolic violence: Engaging the productive struggle in practice and research. Educational Studies, 48, 530–549.10.1080/00131946.2012.733279
- Shlasko, D. (2015). Using the five faces of oppression to teach about interlocking systems of oppression. Equity & Excellence in Education, 48, 349–360.
- Taylor, C. (2004). Modern social imaginaries. London: Duke University Press.
- Thomson, P. (2005). Bringing Bourdieu to policy sociology: Codification, misrecognition and exchange value in the UK context. Journal of Education Policy, 20, 741–758.10.1080/02680930500238929
- Vygotsky, L. (1978). Mind in society: Development of higher psychological processes. Cambridge, MA: Harvard University Press.
- Webb, J., Schirato, T., & Danaher, G. (2002). Understanding Bourdieu. Crows Nest: Allen & Unwin.
- Williams, R. (1977). Marxism and literature. Oxford: Oxford University Press.
- Young, I. (1990). Justice and the politics of difference. Princeton, NJ: Princeton University Press.
- Zygnier, D. (2007). Listening to teachers – Listening to students: Substantive conversations about resistance, empowerment and engagement. Teachers and Teaching, 13, 327–347.
- Zygnier, D. (2008). (Re)conceptualising student engagement: Doing education not doing time. Teaching and Teacher Education, 24, 1765–1776.