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Framing a “Community of Consumption”: Field Theory, Multi-perspectival Discourse Analysis and the Commercialization of Teaching

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Bourdieu’s Field Theory and the Social Sciences

Abstract

Crichton examines how field theory contributed to a study of how the commercialization of education positions teachers, students, and managers. The chapter identifies key ontological, epistemological, and methodological challenges raised by field theory for discourse analysis. Meeting these challenges, Crichton argues, requires a multi-perspectival approach (Candlin and Crichton 2013, 2011; Crichton 2004, 2010) that reflexively integrates the processes and objects of research. In explaining this approach, he shows how—by combining semiotic, interactional, institutional, participant, and researcher perspectives—it brought into relevance Bourdieu’s (1991) “unification of the market” and “torn habitus” (Bourdieu and Wacquant 1992) and informed the notion of “community of consumption” that was developed to explain the findings.

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Author information

Authors and Affiliations

  1. University of South Australia, Adelaide, South Australia, Australia

    Jonathan Crichton

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  1. Jonathan Crichton
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Editors and Affiliations

  1. The University of Newcastle, Callaghan, New South Wales, Australia

    James Albright

  2. The University of Newcastle, Callaghan, New South Wales, Australia

    Deborah Hartman

  3. University of Technology Sdyney, Sydney, New South Wales, Australia

    Jacqueline Widin

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Crichton, J. (2018). Framing a “Community of Consumption”: Field Theory, Multi-perspectival Discourse Analysis and the Commercialization of Teaching. In: Albright, J., Hartman, D., Widin, J. (eds) Bourdieu’s Field Theory and the Social Sciences. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-10-5385-6_8

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  • DOI: https://doi.org/10.1007/978-981-10-5385-6_8

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  • Publisher Name: Palgrave Macmillan, Singapore

  • Print ISBN: 978-981-10-5384-9

  • Online ISBN: 978-981-10-5385-6

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