James Albright

How Professor James Albright conceptualises his research in English education, and pedagogy and schooling in general owes a debt to French sociologist, Pierre Bourdieu. His research continues to clarify, broaden and deepen his use of Bourdieusian theories and methodologies, especially field analysis. A Bourdieusian stance can enable a powerful sociological and cultural analysis, enabling researchers, teachers and students to engage with and transform available capital, social fields, and systems of exchange. Professor Albright is interested in how principled and practicable relations can be drawn from Bourdieusian concepts and models to help us understand the peculiar economy of texts and textual practices circulating in disciplinary fields—how texts are produced and how they are described, interpreted and explained. This interest has been at the heart of his most recent writing on multiliteracies and disciplinarity and has focused on his continuing research in literacy education, curriculum studies, professional development, school reform, and qualitative research. Over the past few years Professor Albright has worked on innovations projects whose broad goals have been to improve our understanding of the impact of current pedagogical practices, institutional arrangements, and assessment regimes on student outcomes. His understanding of the relevant research suggests that this is best achieved through building teacher capacity through supporting schools as professional learning communities.