This article engages critically with Bourdieu's notion of field. It questions the emphasis that Bourdieu places on what he terms 'objective relations' at the expense of the actual relations of those within a field. This not only involves relations between human actors but the interactions of humans with the non-human such as inanimate objects that over time, and in particular spaces, engender certain forms of embodiment. The intention of the article is to think through these phenomenological dimensions of field. It does this by firstly examining these issues as theoretical questions before siting them within an empirical context, revisiting data from an earlier study into the differential achievement of students of Chinese-, Pacific Islander- and Anglo-Australian backgrounds to ascertain the ways in which various micropractices performed within the home promote different dispositions to learning, some more and some less of value at school.