Presenting some of the varied readings of Pierre Bourdieu's work, I will try to show how the utility of Bourdieusian research and theorizing has not been fully appreciated. I outline and question critiques of Bourdieu's reflexive sociology, especially the assertion that it is ultimately a reproductionist stance, not able to account for agency and change. Within this survey I focus on the contribution his sociology has made to various fields of academic inquiry, including literacy education. I will attempt to make the case that Bourdieu's evolving research and theorizing is more generative than may have been allowed by some and within it there are productive opportunities to extend his work in literacy research and practice. Here I focus on theorizing and research with fully developed Bourdieusian frameworks. Many more have appropriated piecemeal, selected concepts; for example, taking up notions of capital and ignoring habitus and field. Tracing the trajectory of uses and critiques of Bourdieu's reflexive sociology may be helpful in appreciating the possibilities it brings to educational research and theorizing.