**3.1 Jenkins and Bourdieu: a united framework**

The unifying concept between Jenkins' and Bourdieu's social projects is the notion to which they both ascribe: the inseparability of social actors and the social context in which they operate. The connections made between Jenkins' and Bourdieu's frameworks are shown in **Figure 1** [38].

Parents and young peoples' sense-making in education has been explored through the knitting together of Jenkins' 'levels of interaction' with Bourdieu's concepts of 'field', 'habitus' and 'practice' into a single theoretical framework [11, 12]. This framework provides a robust and effective way of bridging the subjectivist-objectivist gap perceived by Jenkins in Bourdieu's theoretical project [39], and allows for a thorough consideration of objective, external social structures as well as those (re)produced internally [40]. It also gives insight into how identity is constructed and how individuals make sense of the world around them. However, analysis of data for this project and other work undertaken in the COVID world have shown how challenging it is to apply this framework to static social settings without consideration of the wider social world outside a particular field. Here and

**Figure 1.**

in previous work [11, 12], education has been the field under consideration. While policy, schools and family settings have all been considered effectively, there has been little exploration of the effect on education of changes in other 'fields.'
