This book originates in a discussion with a potential doctoral candidate. He had taken a class with me the previous year on the foundations of educational administration theory and we had remained in contacted ever since. On this particular day we were discussing French social theory, particularly the work of Pierre Bourdieu and to a lesser extent Michel Foucault, and the mobilisation of critical social theory in contemporary educational leadership, management and administration studies. After careful discussion, we had reached a point where we had highlighted the commonly used theoretical resources of Bourdieu and Foucault and the tell-tale signs of a Bourdieusian or Foucauldian study. It was at this point that the potential student turned to me and asked, this is all good and well, but what would a student of yours do?