Literacy education has historically characterized mass media as manipulative towards young people who, as a result, are in need of close-reading "skills." By contrast, Pop Culture and Power treats literacy as a dynamic practice, shaped by its social and cultural context. It develops a framework to analyse power in its various manifestations, arguing that power works through popular culture, not as everyday media. Pop Culture and Power thus explores media engagement as an opportunity to promote social change. Seeing pop culture as a teaching opportunity rather than as a threat, Dawn H. Currie and Deirdre M. Kelly worked with K-12 educators to investigate how pop culture can support teaching for social justice. Currie and Kelly began the research for this project with a teacher education seminar in media analysis where participants designed classroom activities using board games, popular film, music videos, and advertisements. These activities were later piloted in participants' classrooms, enabling the authors to identify and address practical issues encountered by student learners. Case studies describe the design, implementation, and retrospective assessment of activities engaging learners in media analysis and production. Following the case studies, the authors consider how their approach can foster ethical practices when engaging in the digital environment. Pop Culture and Power offers theoretically informed yet practical tools that can help educators prepare youth for engagement in our increasingly complex world of mediated meaning making.

We are said to be living in the age of entitlement, and millennials-those in their late teens to early thirties-are declared by scholars and pundits to expect special treatment more than any prior generation. The Myth of the Age of Entitlement peels back the layers of the entitlement myth, exposing its anti-democratic faults and offering a more nuanced understanding of the millennial generation. Cairns argues that the majority of millennials in fact face bleak economic prospects and mounting ecological disaster. In lively prose, and punctuated with insights from millennials rarely profiled in mainstream media-including indebted university students, young retail workers, Indigenous youth, and supporters of the Black Lives Matter movement-he offers a passionate defense of how this generation is bravely addressing a legacy of inequality and social and ecological injustice. It is this kind of action that can precisely reinvigorate democracy and bring about a new era of universal entitlement.

This book provides up to date discussion and evidence about inequalities, social divisions and stratification. Its innovative style engages readers and encourages them to reflect upon the many dimensions of social inequality. This updated third edition contains: Three new chapters on employment, sexualities and migration Updated coverage of intersectionality throughout Thirteen new in-depth case studies (one per chapter) This is a must read as a key introductory companion for students who wish to understand the dynamics of contemporary social inequality. Louise Warwick-Booth is a Reader at the School of Health, Leeds Beckett University

Social Mobility: Chance or Choice?, a sequel to `Born to Fail? Social Mobility, a Working Class View' (October 2017), sets out the current chances and choices available for those considered by the establishment to need social mobility. Revisiting mutuality, Sonia Blandford asks whether we care enough as a society by considering the issues, solutions and impact to the education and social issues that push against the chance or choice of social mobility. Citing the views from interviews with education and business leaders, Social Mobility: Chance or Choice? reflects on the changing skillsets and capacities of workers required by employers, business and industry and the inescapable conclusion that the skillsets and capacities will continue to change in ways that are almost impossible for us to predict. In these contexts, we must question whether the traditional acme and 'recognised journey' of educational achievement - maximising university entrance - is still relevant or useful for working class children and young people and children facing disadvantage. Apprenticeships, at their best, can offer an updated and forward-facing solution to the providing choice for working class and all children and young people. Despite current policy developments to encourage meaningful apprenticeships, apprenticeship programmes are experiencing challenges. Social Mobility: Chance or Choice? argues that applied learning and work-based learning should be more accessible and available to all children and young people. If we are serious about unleashing the talent of all children and young people, regardless of their background, challenges or needs, we must consider new and innovative approaches to post-14 education. If we are to unleash the potential of all children and young people, the role of Further Education needs to be respected and understood. Quality Further Education and training in partnership with business is a credible answer to social mobility. Further Education is an underused but ideally placed sector to develop meaningful change for working-class young people, providing real chances and choices. Beginning with Leaders - professionals, practitioners, parents or carers, and members of society have a shared responsibility to ensure that all children and young people have a right to chance or choice and support these opportunities. Building a society that is truly inclusive.

Contemporary democracies vary greatly in how much income inequality they tolerate. Some, like the United States and the United Kingdom, have seen high and rising levels for decades, while others, such as the Nordic countries, are much more equal. This comprehensive text draws on a wealth of cutting-edge theories and empirical data to examine the political and economic causes and consequences of income inequality around the globe. It is organized around a set of key questions, including: - Is there something morally wrong with inequality? - Is inequality good or bad for economic growth? - How does inequality affect political participation and engagement? - Who decides in the politics of inequality? Systematic and accessible, this is the perfect book for students with an interest in the connections between politics and inequality.

Powerful Schools seeks to release the creative vision within all educators, and show how schools can lead the way in establishing structures and practices that will support young people to become productive members of a global society. If educators are liberated to recognise that the vast potential of schools need not be constrained by expectations about qualifications, curriculum, the length of the school day, or physical buildings, then their imagination soars, as does their capacity for invention. Powerful Schools is a blueprint, showing how each and every school can grow abundantly rich in opportunities for individuals to develop the skills to become more socially and globally mobile, actively supported by numerous people and organisations who are consciously working to engage them in making the most of these opportunities.

A bedrock American principle is the idea that all individuals should have the opportunity to succeed on the basis of their own effort, skill, and ingenuity. --Federal Reserve Chairman Ben Bernanke

Income inequality has been on the rise since the late 1970s, but the economic and financial crisis of 2008 instigated an unemployment epidemic that dramatically compounded this problem in the United States and catapulted the issue to the center of debate. There is wide agreement across the political spectrum that high inequality is contributing to undesirable circumstances such as stagnant household income, rising poverty rates, and increased borrowing and debt, though there is much less agreement on remedies.

"Inequality in America" provides a snapshot of the issues posed by the growing concentrations of income, focusing on the United States but drawing on international comparisons to help set the context. The authors examine the economic, technological, and political drivers of inequality and identify worrying trends associated with its rise. They demonstrate how specific factors have exacerbated income inequality, including technological change, international trade, changes in labor market participation, and the increasing role of the financial sector. Their clear and concise exposition makes the issues surrounding income distribution accessible to a wider public.

As they write in the conclusion: "We have argued that tackling the worst effects of inequality and re-establishing a measure of equal opportunity requires increased investment in crucial public goods: first, education; second, a more progressive and simplified tax system; and third, increased international cooperation to avoid a race to the bottom. Education, tax, and other such policies are pursued by other highperforming advanced countries and can be shaped for the United States in a way that is fully consistent with an efficient and competitive American economy."

An Institutional Framework for Policymaking offers a new approach to the study of institutions and adds to the growing body of literature in the field of 'new institutionalism.' Dr. Matt Evans utilizes previous characterizations of institutions to analyze the framework affecting policymaking and the tools used for policy implementation. In examining the effect of institutional change on public policy, this book compares the implementation of population dispersal policy in Israel over two fifteen-year periods. The first period, which includes the years between 1951 and 1965, was characterized by limited electoral competition and societal values that emphasized collective over individual interests. By contrast, the period from 1988 to 2002 constituted a framework of heightened political competition and public policies geared toward individual and group interests. An Institutional Framework for Policymaking provides a critical examination of the role of coercion in public policy, and provides insight into the relevance of national plans and their effectiveness in modern governance. The research in this book will appeal to scholars of political science, public policy, and urban planning.

In the United States, it is rare that people of different races and social classes live together in the same housing developments and neighbourhoods. The Gautreaux programme, one of the most innovative and extensive court-ordered desegregation efforts ever, in which thousands of low-income, African-American families voluntarily moved from Chicago's inner city to mostly white, middle-class suburbs, was specifically designed to help redress this problem. This is the story of this unique experiment in racial, social and economic integration that began in 1976 and ended only last year. The book tells of the Gautreaux families' initial discomfort and of the discrimination they felt. Yet it also relates how, against the odds, their lives changed for the better, in employment and education, exploding the notion that poor, inner-city blacks cannot escape the "culture of poverty". Today, with vouchers and certificates replacing public housing, the Gautreaux success story is the most valuable record of the possibilities and limitations of mobility programmes.

Mobility is a keyword of late modernity that suggests an increasingly unrestrained and interconnected world of individual opportunities. However, as privileges enable some to live in a seemingly borderless world, others remain excluded and marginalized. Boundaries are created, modified and consolidated, particularly in times of hypermobility. Evidently, mobility is closely tied to immobility. This volume features ethnographic research that challenges the concept of mobility with regard to social inequalities and global hierarchies.

"A brilliantly clear and concise guide. Highly recommended." - Ben Chu Economic inequality in the UK is currently at historically high levels and the rise in income inequality over the last 30 years is one of the largest across developed nations. But what caused this sustained increase in inequality and what does it mean for modern society in the UK? In this book, Economist Mike Brewer discusses the causes and consequences of these high levels of economic inequality, outlining why the UK became so unequal in the 1980s and how this has developed further since the 2008 financial crash and the austerity that followed. Brewer then presents new analysis of the top 1% and 0.1%, before assessing the relevance of Thomas Piketty's landmark work and predictions around wealth inequalities. The author then outlines six key areas that need addressing to move the UK off its high-inequality path and towards a fairer society, including wealth redistribution, social mobility, and excessive pay at the top. ABOUT THE SERIES: The 'What Do We Know and What Should We Do About...?' series offers readers short, up-to-date overviews of key issues often misrepresented, simplified or misunderstood in modern society and the media. Each book is written by a leading social scientist with an established reputation in the relevant subject area. The Series Editor is Professor Chris Grey, Royal Holloway, University of London

A collection of stories-some well known, some more obscure- capturing some of the best storytelling of this golden age of nonfiction. An anthology of the best new masters of nonfiction storytelling, personally chosen and introduced by Ira Glass, the producer and host of the award-winning public radio program "This American Life." These pieces-on teenage white collar criminals, buying a cow, Saddam Hussein, drunken British soccer culture, and how we know everyone in our Rolodex-are meant to mesmerize and inspire.

"This is a book that should be read by anyone interested in class, inequality, poverty and politics. Actually, probably more importantly it should be read by people who think that those things do not matter! It provides a wonderful summation of the huge amount of work on these topics that now exists and it also offers its own distinctive perspectives on a set of issues that are - despite the claims of some influential commentators - still central to the sociological enterprise and, indeed to political life." - Roger Burrows, University of York "A clear and compelling analysis of the dynamics of social and spatial inequality in an era of globalisation. This is an invaluable resource for students and scholars in sociology, human geography and the social sciences more generally." - Gary Bridge, University of Bristol With the declining attention paid to social class in sociology, how can we analyze continuing and pervasive socio-economic inequality? What is the impact of recent developments in sociology on how we should understand disadvantage? Moving beyond the traditional dichotomies of social theory, this book brings the study of social stratification and inequality into the 21st century. Starting with the widely agreed 'fact' that the world is becoming more unequal, this book brings together the 'identity of displacement' in sociology and the 'spaces of flow' of geography to show how place has become an increasingly important focus for understanding new trends in social inquality.

This book is a twist on the current discourse around 'inclusivity' and 'widening participation'. Higher education is welcoming students from diverse educational, social, and economic backgrounds, and yet it predominantly employs middle-class academics. Conceptually, there appears, on at least these grounds alone, to be a cultural and class mismatch. This work discusses empirical interviews with tenured academics from a working-class heritage employed in one UK university. Interviewees talk candidly about their childhood backgrounds, their school experiences, and what happened to them after leaving compulsory education. They also reveal their experiences of university, both as students and academics from their early careers to the present day. This book will be of interest to an international audience that includes new and aspiring academics who come from a working-class background themselves. The multifaceted findings will also be relevant to established academics and students of sociology, education studies and social class.