Search

This paper presents a theoretical discussion of recent policy efforts to raise the qualification levels of the Australian early childhood workforce. Pierre Bourdieu's theoretical tools enable the early childhood profession to be conceptualised as a dynamic field in which particular forms of symbolic and cultural capital are valued, with consequences for the relative position of educators at different qualification levels. The paper briefly considers the historical and structural forces that have shaped the relative position of differently qualified educators in Australia. It then applies Bourdieu's theories to the policy proposition that these positions can be improved through the acquisition of higher qualifications; a proposition that not all educators have embraced. It concludes by considering implications for practice arising from this theoretical approach; both in raising awareness of the different positions of educators in the professionalisation agenda, and in creating opportunities for diverse forms of capital to be recognised and valued. [ABSTRACT FROM AUTHOR]

Community-engaged theatre projects are host to a complex dynamic set of tensions, particularly when volunteers from a specific community are partnered with visiting professional/industry artists or 'systems convenors'. These tensions are given nuance in regional Australia, where community-engaged projects frequently utilise metropolitan-based artists to facilitate creation with local partipants, implicitly indicating that 'regional' may be conflated with 'amateur'. The authors seek to interrogate the tensions at the heart of creating genuine rapport through the 'training' of un-trained participants in community-engaged projects. This paper focuses on one such project by the Queensland Music Festival, The Power Within (2017), built in collaboration with the Isaac Shire Council in central Queensland. In particular, the paper draws on the experience of one adolescent in the process: Sam, who credits The Power Within as beneficial in establishing his emerging personal identity. In this, the authors draw upon the work of Orr and Shreeve (2018) to demonstrate the relationship between personal and community identity. Further elucidation is gained through the work of Margaret Archer and Pierre Bourdieu to explore the deeply reflexive nature of face-to-face training in the unique environment of remote Central Queensland. This reveals the nuances at the crucible of atypical, informal and imposed training that can operate within community-engaged theatre projects in regional Queensland. Ultimately, for Sam, the key learnings from the project assisted in the establishment of himself as a professional make-up artist, an outcome entirely unpredicted by the creative leadership team tasked with collaborating with him. The authors posit it is this unpredictability that renders the training within community-engaged arts projects unique and bespoke. [ABSTRACT FROM AUTHOR]

What is a diaspora? Can it be distinguished from a ‘transnational community’? This paper discusses the Lebanese migrants abroad and their relationships with Lebanon by deploying the Bourdieusian concept of ‘field’. It argues that Bourdieu’s concept of field helps to capture the dynamic character of diasporic relations and the power relations that underpin them. It also enables the researcher to better delineate the boundary of a diasporic community and at the same time to treat this boundary as flexible enough to identify the specific terms for entering and exiting the ‘diasporic field’. It also argues that at a time when diasporic relations are cross-national, that specifically revolve around a real or imaginary ‘homeland’, they encompass individual, group and institutional actors that belong with varying degrees to the country of origin and the countries of settlement. Finally, the paper concludes that the ‘diasporic field’ is a useful analytical tool to capture the complexities of increasingly ubiquitous diasporic relations. [ABSTRACT FROM PUBLISHER]

Despite the ‘practice’ turn in the broader management literature, very little work in educational administration has engaged in a theoretical discussion about what constitutes leadership practice. Theoretically informed by the French sociologist Pierre Bourdieu, this paper contributes to the long-established critical tradition in the educational administration literature, to argue that: (i) ‘leadership’ is a label of the managerialist project of the state; (ii) leadership should be thought of as a disruptive practice; and (iii) Bourdieusian theory can enable this thinking, but not as it is frequently mobilised in the educational administration literature. The alternative put forth in this paper is not merely replacing one external narrative (managerialism) with another (Bourdieusian), but rather advancing a theoretical position on what is leadership that paves a way forward for a research programme. [ABSTRACT FROM PUBLISHER]

This paper discusses how international students negotiated their chances for making contact with other students in higher education and how such effort affected their educational experiences in Australia. In the past few decades, international students have formed part of the increasingly diverse multicultural student population in Australian higher education. Still, there are concerns about impacts of cultural diversity on pedagogical interactions. The data presented here were drawn from a larger interview study on first year EAL international students' educational experiences in an Australian university. The interviews were interpreted through Pierre Bourdieu's sociological concepts of field and capital. The analyses showed that EAL international students were strategic about selecting seats and group members in the classroom to enable meaningful interactions with peers. The paper concludes with pedagogical implications for optimizing students' chances for experiences of diversity, including making contact with linguistic and cultural others. [ABSTRACT FROM AUTHOR]

Profound demographic shifts in Australia's population are raising fundamental questions about how we reimagine the practices of our mainstream cultural institutions. The ability and the willingness of these institutions to reconceptualize their work in ways that encompass a diversity of traditions and tastes are critical. The paper draws on Pierre Bourdieu's notions of distinctions and taste to examine the influence of cultural identification on the choices that young people make about attending live theatre. The paper includes findings from a large Australian study, TheatreSpace, which examined why young people chose to engage or not to engage with theatre. In New South Wales nearly 40 per cent of the 726 young participants spoke a language other than English at home. Most were attending with their schools, many with no history of family attendance. This paper highlights significant issues about cultural relevance, accessibility and the often unintended challenges and confrontations that theatre can present to young first-generation Australians. [ABSTRACT FROM PUBLISHER]

In this paper, the authors combine Pierre Bourdieu's concept of hysteresis (the ‘fish out of water’ experience) with the discourse historical approach to critical discourse analysis (CDA) as a theoretical and analytical framework through which they examine specific moments in the schooling experiences of one refugee student and one international student, both enrolled in post-compulsory education in Australian mainstream secondary schools. We examine specific moments – as narrated by these students during interviews – in which these students can be described as ‘fish out of water’. As such, this paper takes up the concerns of researchers who call for an examination of the lived geographies and the everyday lives of individual students in mainstream schools. We find that our students' habitus, conditioned by their previous schooling experiences in their home countries, did not match their new Australian schools, resulting in frustration with, and alienation from, their mainstream schools. However, we also note that schools, too, need to adapt and adjust their habitus to the new multicultural world, in which there are international and refugee students among their usual cohort of mainstream students. [ABSTRACT FROM PUBLISHER]

Western television correspondents working abroad usually employ 'fixers' to short circuit newsgathering and gain instant access to local stories and useful contacts. These people are often employed in an ad-hoc fashion with apparent serendipity or they are chosen on the recommendations of friends, colleagues, Facebook contacts or via databases in newsrooms. But are these people representative of local views in the particular country in question or are they instead representative of a particular socio-economic class, whose globalised cultural viewpoints are replicated through each chosen fixer from country to country? In class or cultural terms are they, in fact, 'People Like Us' (PLU)? This paper analyses data from twenty senior British and Australian television correspondents and from five fixers working in crisis-stricken countries. The social theories of Pierre Bourdieu are employed to examine the field of journalism and the exchange of cultural capital that takes place between the Western correspondent and the locally employed fixer. [ABSTRACT FROM AUTHOR]

This paper examines the role of small newspapers in Australia when bizarre and shocking crimes are committed locally. These crimes often attract intense media attention that casts a net of shame across entire townships through their representation as places of fascination and fear in the public imagination. We take a practice approach in the tradition of Pierre Bourdieu to explore the complex editorial considerations, news judgements and community responsibilities small newspapers must negotiate when covering these stories for local audiences. This study focuses on three towns in regional Australia that have been represented in metropolitan and international news media as 'dead zones' after shocking crimes: Bowral in NSW, Snowtown in South Australia and Moe in Victoria. [ABSTRACT FROM AUTHOR]

This paper reveals the array of practices arising from strong policy pressure for improved student results in national literacy and numeracy tests in Australia: the National Assessment Programme in Literacy and Numeracy (NAPLAN). The paper provides an account of a policy context characterised by significant pressure upon teachers and principals to engage in practices to ensure improved outcomes on standardised literacy and numeracy tests, and of teachers and principals’ responses to these policy pressures. Drawing upon Bourdieu’s theory of practice, the article argues that what is described as the ‘field of schooling practices’ has become increasingly dominated by a ‘logic of enumeration’, and that high test results on standardised literacy and numeracy tests are increasingly valued capitals, evident in a strong focus upon teachers meeting, discussing and informing one another about NAPLAN; engaging in curriculum development practices which foreground NAPLAN, and; actively preparing students to sit the test, including, whether intentionally or unintentionally, teaching to the test. Such a focus has important implications for the sorts of practices most valued in schooling settings, as more educative logics are potentially marginalised under such circumstances. [ABSTRACT FROM PUBLISHER]

This paper explores how the strong policy push to improve students' results on national literacy and numeracy tests - the National Assessment Program, Literacy and Numeracy (NAPLAN) - in the Australian state of Queensland influenced schooling practices, including teachers' learning. The paper argues the focus upon improved test scores on NAPLAN within schools was the result of sustained policy pressure for increased attention to such foci at national and state levels, and a broader political context in which rapid improvement in test results was considered imperative. However, implementation, (or what this paper describes more accurately as 'enactment') of the policy also revealed NAPLAN as providing evidence of students' learning, as useful for grouping students to help improve their literacy and numeracy capabilities, and as a stimulus for teacher professional development. Drawing upon the sociology of Pierre Bourdieu, the paper argues that even as more political concerns about comparing NAPLAN results with other states were recognised by educators, the field of schooling practices was characterised by a logic of active appropriation of political concerns about improved test scores by teachers, for more educative purposes. In this way, policy enactment in schools is characterised by competing interests, and involving not just interpretation, translation and critique but active appropriation of political concerns by teachers. [ABSTRACT FROM AUTHOR]

The paper reports on an empirical study based on qualitative interviews with staff from four Australian universities. These universities are shown to be undergoing significant social change as processes of marketisation impact on the everyday practices of academic workers. The universities are analysed as sites of contestation between the new professional managers and the established academic profession over the control of the conditions of work, the production of expert knowledge and the worksite itself. The theory of academic capitalism is examined, and the relevance of Bourdieu’s work for the analysis of a university sector in a context of marketisation is assessed. Bourdieu’s interlinked concepts of capital, habitus and the field are employed to investigate the nature of the contestation, revealing a dynamic process in which academics innovatively respond to threats to reduce their autonomy, to increased levels of surveillance and other constraints on practice. In addition, the study illustrates the processes through which actors within the sector, through acts of both conformity and resistance, contribute collectively to the growth of academic capitalism in the neoliberal university. [ABSTRACT FROM AUTHOR]

Emotions have received increasing attention in educational circles in the last decade. Drawing on Bourdieu, feminist scholars use emotional capital to illustrate the ways gendered inequalities can compound the disadvantages of social class. This paper examines relationships within childcare services in Australia, showing how emotional capital functions as a resource for staff. Data from interviews with childcare staff illustrate key aspects of emotional capital, such as reflexivity, resilience and embodiment. Findings show that investing in emotional capital is the key to a long-lasting commitment to childcare work, and should be valued accordingly. [ABSTRACT FROM PUBLISHER]

This paper reports on a recent study of aspirations for higher education by secondary school students from disadvantaged backgrounds in regional Australia. At the same time, it goes in search of explanations that transcend a Bourdieuian account of aspirations as produced by and reproductive of cultural histories and dominance, given the apparent inadequacy of these accounts in redressing disadvantage. To this end the authors distinguish between historicising and spatialising aspirations, taking up Appadurai’s notion of navigational capacity as a way of advancing greater agency for disadvantaged groups. Data from the research inform the analysis, including the mediation of students’ desired futures by their perception of what is possible given their differentiated locations and access to resources. It is concluded that while this spatial turn in theorising aspiration has potential for changing the terms of recognitioninternalto disadvantaged communities, there remain structural limits on change ‘from below’. [ABSTRACT FROM PUBLISHER]

In Australia a serious and widely documented statistical gap exists between the socio-economic circumstances of the country's Indigenous and non-Indigenous populations. Areas of divergence include life expectancy, health, housing, income, and educational opportunity and employment. This has made entry into an occupation or vocation problematic for some Aboriginal people. While sport has provided opportunities for a small number of talented Indigenous athletes, it has rarely been a pathway to lifelong prosperity. This paper contends that as a result of over-reliance on an abundant bank of physical capital, Indigenous Australian boxers are particularly vulnerable to potential occupational obsolescence should their bodily assets erode more quickly than envisaged. Utilising an interpretive phenomenological approach, the paper examines retirement experiences of fourteen elite male Indigenous Australian boxers; the goal of this research is to understand their post-sport career decision making. In this respect, Pierre Bourdieu's concepts of habitus, capital and field are utilised to frame and interpret the capacity of Indigenous boxers to develop sustainable career pathways - future capital - during their time as elite athletes. In terms of career transition and retirement planning, boxers' engagement with education and vocational training is typically restricted to occupations that complement their sense of physical capital. While this limitation has been observed among boxers from various ethnocultural backgrounds (Hare, 1971; Ramos, 2010; Weinberg & Arond, 1969), it is particularly noticeable among non-white boxers (Hare, 1971) and, in the context of the present study, Indigenous Australian athletes. These 'Lords of the Square Ring' remain largely unaware or removed from the possibility of pursuing career pathways beyond those that draw upon or accentuate their physicality. [ABSTRACT FROM AUTHOR]

This paper problematises embedded notions of masculine and feminine embodiment within the contexts of contemporary Australian mainstream popular culture. Drawing on Bourdieu's (1990:56) theory of `habitus' as non-consciously performed practices'… internalised as second nature and so forgotten'; personal reflections as artist, choreographer and teacher; and a brief analysis of the male body in the television program, So You Think You Can Dance Australia (TEN Network, 2008), the author questions and considers the development of habitual ways of perceiving particular forms of male embodiment as aesthetic and attractive, and other forms as un-aesthetic. Further, the impact of the author's own experiences as actor! dancer and choreographer are considered in relation to his work as a director and choreographer of `the bodies of male and female students' in school productions. Through this paper, the author conjectures about the potential for the drama classroom to be a site in which embodied gender inequities may be challenged and deconstructed. Jack Migdalek [ABSTRACT FROM AUTHOR]

'Fiscal' and other so-called 'crises' in Australian universities are more fundamentally, it is argued in this article, crises of government decision and 'governmentality'. Using an illustrative 'morality tale' drawn from their working knowledge of the Australian university sector, the authors take a critically reflexive perspective, working from the sociological concepts of Pierre Bourdieu, to explore the significance of shifts in governance practices in the field of universities. The paper examines the crisis as it is lived and experienced at an inter-subjective level: what Bourdieu calls 'habitus'. It is argued that new 'rules of the game' are creating severe conflict within the dispositional constitution of professional identities, especially in the suppression of dispositions to be ethical agents in the everyday life of our own field of work. It is suggested that this analytical approach offers important directions for further research in the area of understanding organizational change, with implications for educational leadership. [ABSTRACT FROM AUTHOR]

Bourdieu's concept of habitus clivé illuminates Indigenous Australians' experiences in tertiary environments for both Aboriginal students and Aboriginal staff. Habitus formed through family, schooling and social class is also shaped by urban, regional or rural upbringing, creating a durable sense of self. Aboriginal people in Australia live in all of these places, often in marginalised circumstances. Bourdieu's more specific concept of habitus clivé, or divided self, is less well known than habitus, but offers value in giving expression to Indigenous people's experiences within a dominant White society. The complexity of participation and educational change is explored here through the experiences of three authors' intersecting positionalities within the Australian academy. Developing more nuanced scholarly language reduces the imposition of perspectives that see Indigenous people as objects within western frameworks. Scholarly understanding and respect for Australia's first peoples' concepts and cultural practices would engage more appropriately and fairly with Aboriginal knowledge and society. Habitus clivé chronicles one version of habitus that can be changed or be reconfirmed but not easily or by fiat. Understanding the concept can be learned, however. Educational opportunity, glorified in today's higher education, means little for Aboriginal people without long-term strategies addressing existentially and culturally split habitus. [ABSTRACT FROM AUTHOR]

Since the 1970s, feminist scholars have undertaken important critical work on Australian women's writing of earlier eras, profiling and promoting their fiction. Less attention has been afforded to the popular non-fiction produced by Australian women writers and, in particular, to that produced before the Second World War. Yet this writing is important for several reasons. First, the non-fiction writing of Australian women was voluminous and popular with readers. Second, this popular work critically engaged with a tumultuous political, social and moral landscape in which, as women's rights were increasingly realized through legislation, the subjectivity of women themselves was fluid and contested. Third, as many of these women were also, or principally, fiction writers, their non-fiction can be shown to have informed and influenced many of their fictional interests, themes and characters. Lastly, and critically, popular non-fiction publication helped to financially sustain many of these writers. In proposing a conceptual framework informed by the work of Pierre Bourdieu to analyse examples of this body of work, this article not only suggests that important connections exist between popular and mainstream non-fiction works – newspaper and magazine articles, essays, pamphlets and speeches – and the fictional publications of Australian women writers of the early twentieth century but also suggests that these connections may represent an Australian literary habitus where writing across genre, form and audience was a professional approach that built and sustained literary careers. [ABSTRACT FROM AUTHOR]

The relationship between Heritage Language (HL) and ethnic identity has gained significant research ground in social psychological and poststructural scholarship, with empirical evidence largely emerging from the North American settings. There is little pertinent sociological work conducted outside North America. To fill this gap, this sociological study sets its scene in an Australian context. Drawing on Bourdieu's notion of habitus, the study examines the contribution of Chinese Australians' Chineseness to their Chinese Heritage Language (CHL) proficiency. A total of 230 young Chinese Australians completed the online survey. Results from multiple regression indicate that habitus of Chineseness is one of the significant predictors for the CHL proficiency of these young people. The study makes a theoretical contribution to investigate ethnic identity–HL link through the notion of habitus and makes a methodological contribution to quantify this habitus. [ABSTRACT FROM PUBLISHER]

This article draws on research undertaken with a Local Learning and Employment Network (LLEN) in the state of Victoria, Australia. LLEN are networks that were implemented by the state government in 2001 to undertake community capacity building through which the outcomes of young people aged 15-19 in education, training and employment would be enhanced. In 2008, in the context of an enhanced federal commitment to social inclusion through 'joining-up', the Victorian experience provides insights on the implications of such policy initiatives. Drawing on Bourdieu's discussion of the forms of capital and Granovetter's notion of the strength of weak ties, I argue that stores of economic, cultural and social capital as outlined by Bourdieu were necessary, but insufficient, for LLEN to achieve the objectives with which they were charged given the failure of government to follow through on the implications of its policies. I argue for a commitment on the part of all stakeholders to realise the potential of 'joining-up'. [ABSTRACT FROM AUTHOR]

This article responds to and reflects upon the articles in this special issue. Specifically, it deals with the usage of theory in each of the articles, what we might see, as examples of re-descriptive usage in autonomous theorizing. The articles utilize different theories and varying intellectual resources—Foucault and Deleuze (Richard Niesche), Bourdieu (Carmen Mills), Levinas (Sam Sellar) and Butler (Christina Gowlett)—to analyse the topic of the My School website and associated new accountabilities in Australia schooling. This article argues that their usage of the My School website must be seen as a condensation symbol to signify a broader neo-liberal agenda in Australian schooling that has global as well as national elements to it. The fact that the social today is no longer straightforwardly homologous with the nation also challenges ‘methodological nationalism’ and suggests the pressing need to ‘deparochialize’ theory in research and reject a reading of Northern theory as universal. The article uses the provocations of these articles to reflect upon the necessity of theory in educational research more generally, and to consider its usage in research with different purposes, while accepting that theory should be endemic in all stages of research. Theory serves a different purpose in research with different goals; quantitative correlational research demands theory to move to explanation, interpretive research requires theory to strengthen interpretation and plausibility, while critical research utilizes theory to uncover the hidden as a step towards emancipation. These articles implicitly suggest alternative forms of accountability and politics, but I argue in conclusion that, additionally, we need a broader politics that will move us towards a non-utopian post neo-liberal social imaginary. [ABSTRACT FROM PUBLISHER]

Drawing on the theoretical constructs of Pierre Bourdieu, this article explores implications of the Australian My School website for schools located in disadvantaged communities. These implications flow from the legitimisation of certain cultural practices through the hidden linkages between scholastic aptitude and cultural heritage and the resulting reproduction of social and cultural inequalities. Seeing transformative potential rather than determinism in Bourdieu’s theoretical constructs, the article also suggests ways forward for improving the educational outcomes of students in disadvantaged communities. A transformation of the ‘field’ is central to this. [ABSTRACT FROM PUBLISHER]

Despite significant research in the field of educational technology, there is still much we do not fully understand about students' experiences with technology. This article proposes that research in the field of educational technology would benefit from a sociological framing that pays attention to the understandings and lives of learners. Within a broader study that aimed to investigate students' use and value of technologies guided by Bourdieu's sociological theory, this article reports on qualitative embedded case study data of 12 students in years 9 and 10 from two Australian secondary schools. The article provides detailed accounts of students' experiences with technologies in various contexts with consideration of the milieu in which technology use occurred, illustrating the heterogeneous and complex network of influencing factors on students' technology practices. The findings and discussion augment the application of Bourdieu's concepts of field, habitus and capital as a tool to view and understand students' varied and complex experiences and relationships with technology. [ABSTRACT FROM PUBLISHER]

In Australia, languages education in early childhood and primary education includes three main approaches: transitional, enrichment and full bilingual programmes. This article proposes that transitional and enrichment programmes in Australia are constituted and shaped by competing and contested institutional, material, discursive and economic conditions limiting their capacity to deliver quality languages education and home/community language support programmes. Ultimately, this undermines the capacity of community languages programmes and schools to be recognised as valid and legitimate institutions. Such lack of support impedes children's interest in speaking and learning their home language. Drawing on Bourdieu's theory of conversion, specifically, his concepts of the linguistic market and legitimacy, the data presented demonstrate how the unequal distribution of linguistic resources in Australia where home languages or community languages are offered inhibits effective implementation and provision of languages education in early childhood and primary education. [ABSTRACT FROM AUTHOR]

What is the extent of Paul Keating's contribution to tax reform during his time as Australia's Treasurer (1983-1991) and Prime Minister (1991-1996)? Even today he is an active commentator on government policy. Some would claim that Keating simply marketed the tax reform ideas of others to the electorate. Alternatively, using the metaphor of a tax alchemist, he transformed existing tax reform ideals and built upon them. This study, while acknowledging more common theoretical approaches to understanding tax reform, argues for an alternative: Pierre Bourdieu's social practice theory. Thus an interpretive approach is proposed to analyse the relational processes between tax reform actors, but with a focus in Paul Keating. The Bourdieusian concepts of 'field', 'habitus' and 'capital' were developed to help explain contextualised social and relational encounters; and have been previously applied to legal issues. My investigation finds that these tools are appropriate to explain tax reform, given the scenario of the interrelatedness of Keating's persona and struggles with the tax institutions and its elite political, civil sector, business, academic and trade union actors. Keating's early tax reforms are now 'doxa': normative elements of the tax structure. [ABSTRACT FROM AUTHOR]

An essay is presented on the book "Schooling in Disadvantaged Communities: Playing the Game From the Back of the Field," by Carmen Mills and Trevor Gale. It notes that the authors use Pierre Bourdieu's works as a centerpiece to have a broader conversation with other theorists about the experiences of parents and educators in an economically poor community in Australia. It says that Bourdieu's works have found their way into research focusing on pedagogy, curriculum and education policy.

This article looks at women's efforts to construct an academic leadership career. It is not a study of women's leadership in general but one that takes place in what Bourdieu calls the academic field. Drawing from an in-depth interview study of 31 women from faculties of education who occupy managerial positions in universities in Canada, Australia or Britain, I focus on four contrasting case studies. For some women it is possible to build a satisfying academic leadership career, while for others, the surrounding contradictions encourage a more or less graceful end to leadership ambitions. I question the circumstances under which women attempting to construct academic leadership careers will be 'fish in water' or show a 'feel for the game', as well as the potential and problems of the game metaphor itself in this context. [ABSTRACT FROM AUTHOR]

While some of the theoretical debates within housing studies in the last decade have focused on developing social constructionist perspectives that enable the analysis of both social structures and everyday discourses, very little work has applied these theories to qualitative studies. In addition, there has been a lack of recent studies taking feminist and gendered approaches to housing studies. This is all the more surprising as, firstly, the number of women living under the poverty line and receiving housing assistance is considerably higher than men, and secondly, feminist perspectives have had considerable theoretical influence in the social sciences as a tool to understanding social and economic inequalities. In this article, I will be drawing on feminist theory on welfare states and Pierre Bourdieu's theory of gender and practice in order to explore the ways in which women who live below the poverty line in Australia are marginalized and kept in disadvantaged positions. In order to do so, I will draw on in-depth interviews with women in two states, Victoria and New South Wales. [ABSTRACT FROM AUTHOR]

This article draws on Bourdieu's field theory and related concepts of habitus and capitals, to explore policy implementation in relation to a particular case of teacher professional development in Queensland, Australia. This implementation process is described as an effect of the interplay between what is called the policy field and the field of teachers' work. The policy field demonstrates intra-field tensions between the federal Quality Teacher Programme (QTP) and a raft of state policies, particularly those associated with the Queensland meta-policy, Queensland State Education 2010 (QSE2010). To investigate the effects of this complex policy ensemble, the article draws upon the experiences of principals and a group of teachers engaged in professional development across a cluster of six schools in south-east Queensland, Australia. The specific focus is on the 'Curriculum Board', a cross-school body created by the principals in the participating schools, and its mediated work in policy implementation and teacher learning. The article analyses the effects of the involvement of the principals in the creation of the board, the limiting impact of QTP requirements to involve consultants rather than support for teacher release, and the limited influence of the board on teacher learning and policy implementation in the individual schools. By doing so, the analysis shows the disjunctions between the logics of practice of the policy field and that of teachers' work, and the ways in which the differing habitus of principals and teachers and teacher members of the board affected teacher learning and policy implementation. It is argued that effective implementation requires learning within and across fields, and more reflexive habitus of policy makers, principals and teachers. [ABSTRACT FROM AUTHOR]