This article considers Bourdieu's concepts of "social capital" and "social fields", comparing and contrasting his use of these concepts with that of James Coleman and Robert Putnam. It examines how Bourdieu's ideas offer a different way of understanding the lives of economically disadvantaged young women designated as "at risk" of leaving school early. A micro-level analysis is made of "Bluey's story", a narrative derived from data gathered during a three-year research project on young women's negotiations from the margins of education and work in Australia. Deconstructing Bluey's narrative reveals how social capital is deployed (sometimes unsuccessfully) in a range of social fields. Such narratives can thus be used to "speak back" to educational policies, to provide alternative insights into the issues and needs of economically disadvantaged young women and to challenge current constructs of "at risk". (Contains 3 notes.)