The lived experiences of students’ educational practices are
analysed and explained in terms of the book’s plea for the
recognition of the ‘multi-dimentionality’ of students as
educational beings with unexplored cultural wealth and hidden
capitals. The book presents an argument that student lives are
entangled in complex social-spatial relations and processes that
extend across family, neighbourhood and peer associations, which
are largely misrecognised in educational policy and practice. The
book is relevant to understanding the role of policy, curriculum
and pedagogy in addressing the educational performance of
working-class youth.
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