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Bourdieu’s version of field theory has had an impressive impact on the ways that sociologists of education conceptualize educational practices. These accounts tend to focus on the varying levels of ontological complicity established between students’ cultural dispositions and educational institutions. In this paper, the wisdom of these accounts is acknowledged but it is also suggested that Bourdieu’s field theory does not go far enough to detail the ways that positions in local educational fields embody pedagogic qualities and action trajectories. Drawing on insights from social psychology and relational sociology, a field theory for local educational action is outlined that more adequately accounts for the ways that students and educators directly experience and act upon curricular and pedagogic qualities in educational settings. An empirical example is then offered of the authors’ claims within the context of curricular tracking/streaming, and the article concludes by considering the practical and political consequences of this theoretical shift. [ABSTRACT FROM PUBLISHER]