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The gaze of educational researchers has traditionally been turned
"down" toward the experiences of communities deemed at-risk,
presumably with the purpose of improving their plight. Indeed,
theorizing about the relationship between education, culture, and
society has typically emerged from the study of poor and
marginalized groups in public schools. Seldom have educational
researchers considered class privilege and educational advantage in
their attempts at understanding inequality and fomenting social
justice. This collection of groundbreaking studies breaks with this
tradition by shifting the gaze of inquiry "up," toward the
experiences of privilege in educational environments characterized
by wealth and the abundance of material resources. This edited
volume brings together established and emerging scholars in
education and the social sciences working critically to interrogate
a diversity of educational environments serving the interests of
influential groups both within and beyond schools. The authors
investigate the power relations that underlie various contexts of
class privilege. They shed light into the ways in which the success
of a few relates to the failure of many.
Recent efforts emphasize the roles that privilege and elite
education play in shaping affluent youths' identities. Despite
various backgrounds, the common qualities shared among the eight
adolescents showcased in this book lead them to form particular
understandings of self, others, and the world around them that
serve as means for them to negotiate their privilege. These
self-understandings are crucial for them to feel more at ease with
being privileged, foster a positive sense of self, and reduce the
negative feelings associated with their advantages - thus managing
expectations for future success. Offering an intimate and
comprehensive view of affluent adolescents' inner lives and
understandings, Negotiating Privilege and Identity in Educational
Contexts explores these qualities and provides an important
alternative perspective on privilege and how privilege works. The
case studies in this volume explore different settings and lived
experiences of eight privileged adolescents who, influenced by
various sources, actively construct and cultivate their own
privilege. Their stories address a wide range of issues relevant to
the study of adolescence and the various social class factors that
mediate adolescents' educational experiences and identities.
Recent efforts emphasize the roles that privilege and elite
education play in shaping affluent youths' identities. Despite
various backgrounds, the common qualities shared among the eight
adolescents showcased in this book lead them to form particular
understandings of self, others, and the world around them that
serve as means for them to negotiate their privilege. These
self-understandings are crucial for them to feel more at ease with
being privileged, foster a positive sense of self, and reduce the
negative feelings associated with their advantages - thus managing
expectations for future success. Offering an intimate and
comprehensive view of affluent adolescents' inner lives and
understandings, Negotiating Privilege and Identity in Educational
Contexts explores these qualities and provides an important
alternative perspective on privilege and how privilege works. The
case studies in this volume explore different settings and lived
experiences of eight privileged adolescents who, influenced by
various sources, actively construct and cultivate their own
privilege. Their stories address a wide range of issues relevant to
the study of adolescence and the various social class factors that
mediate adolescents' educational experiences and identities.
The gaze of educational researchers has traditionally been turned
'down' toward the experiences of communities deemed at-risk,
presumably with the purpose of improving their plight. Indeed,
theorizing about the relationship between education, culture, and
society has typically emerged from the study of poor and
marginalized groups in public schools. Seldom have educational
researchers considered class privilege and educational advantage in
their attempts at understanding inequality and fomenting social
justice. This collection of groundbreaking studies breaks with this
tradition by shifting the gaze of inquiry 'up, ' toward the
experiences of privilege in educational environments characterized
by wealth and the abundance of material resources. This edited
volume brings together established and emerging scholars in
education and the social sciences working critically to interrogate
a diversity of educational environments serving the interests of
influential groups both within and beyond schools. The authors
investigate the power relations that underlie various contexts of
class privilege. They shed light into the ways in which the success
of a few relates to the failure of many.
How can teachers bridge the gap between their commitments to
social justice and their day to day practice? This is the question
author Adam Howard asked as he began teaching at an elite private
school and the question that led him to conduct a six-year study on
affluent schooling. Unfamiliar with the educational landscape of
privilege and abundance, he began exploring the burning questions
he had as a teacher on the lessons affluent students are taught in
schooling about their place in the world, their relationships with
others, and who they are.
Grounded in an extensive ethnographic account, Learning
Privilege examines the concept of privilege itself and the cultural
and social processes in schooling that reinforce and regenerate
privilege. Howard explores what educators, students and families at
elite schools value most in education and how these values guide
ways of knowing and doing that both create high standards for their
educational programs and reinforce privilege as a collective
identity. This book illustrates the ways that affluent students
construct their own privilege, not, fundamentally, as what they
have, but, rather, as who they are.
This Handbook is designed to help cooperative education and
internship professionals and employers design, carry out, and
disseminate quality research and evaluation studies of work-based
education. It offers examples of current, leading-edge studies
about work-based education, but with a practical twist: The chapter
authors frame their studies within a specific key research design
issue, including finding a starting point and a theoretical
framework; fitting research into one's busy practitioner workload;
deciding on particular data-gathering methods and an overall
methodological approach; integrating qualitative and quantitative
methodologies; and disseminating results. Also addressed are
questions and concerns that are relevant throughout the course of a
research project: the use of theory in research; the role and
relationship of program assessment to research; and ethical
considerations in research. By combining descriptions of exemplary
research and evaluation studies with practical advice from top
researchers in the field, this volume is a useful tool for
educators and employers who are designing and carrying out their
own studies, as well as a resource for what current research is
discovering and affirming about the field itself. Educators from
other fields, such as study abroad and service-learning will also
find this book an indispensable reference in conducting research on
experiential learning and teaching.
This "Handbook" is designed to help cooperative education and
internship professionals and employers design, carry out, and
disseminate quality research and evaluation studies of work-based
education. It offers examples of current, leading-edge studies
about work-based education, but with a practical twist: The chapter
authors frame their studies within a specific key research design
issue, including finding a starting point and a theoretical
framework; fitting research into one's busy practitioner workload;
deciding on particular data-gathering methods and an overall
methodological approach; integrating qualitative and quantitative
methodologies; and disseminating results. Also addressed are
questions and concerns that are relevant throughout the course of a
research project: the use of theory in research; the role and
relationship of program assessment to research; and ethical
considerations in research.
By combining descriptions of exemplary research and evaluation
studies with practical advice from top researchers in the field,
this volume is a useful tool for educators and employers who are
designing and carrying out their own studies, as well as a resource
for what current research is discovering and affirming about the
field itself. Educators from other fields, such as study abroad and
service-learning will also find this book an indispensable
reference in conducting research on experiential learning and
teaching.
The TARDIS brings the Doctor and Turlough to a high-tech scientific
installation on the planet Testament in the distant future. The
human race have become intergalactic buccaneers, thanks to their
ability to generate vast amounts of power for long distance travel.
Testament is the source of that power - and the Doctor has never
quite understood how it works. But experiments are underway on
Testament - experiments with potentially explosive and devastating
consequences. And even the Doctor may be too late to stop it. With
politicians and bureaucrats getting in the way, the race is on. Not
to stop a disaster - but to save as many people as possible. CAST:
Peter Davison (The Doctor), Mark Strickson (Vislor Turlough), Rakie
Ayola (Violet Hardaker), Lynsey Murrell (Ellison/Fionn), Raj Ghatak
(Horobin/Bradley), Donna Berlin (Montgomery/Prime Minister). Other
parts played by members of the cast.
An array of familiar friends and foes join the Fifth Doctor in his
second fortieth anniversary box set from Big Finish Productions.
The Auton Infinity is a six-part full cast audio drama, where the
Doctor and his faithful companions Tegan and Turlough arrive
unexpectedly at a UNIT base. Snowdonia. UNIT is running a training
exercise with the Brigadier in attendance. Except it isn't long
before things start to go badly wrong. The fake aliens primed to
attack the troops might not be so fake after all, and a temporal
disturbance attracts the Doctor, Tegan and Turlough into the fray.
Old enemies are on the scene with a deadly plan - but they might be
the least of the Doctor's worries. Because he's recently been sent
backwards and forwards through his own lifetime - and he's finally
going to find out why. CAST: Peter Davison (The Doctor), Janet
Fielding (Tegan), Mark Strickson (Turlough), Juliet Aubrey
(Prodigal), Jon Culshaw (Brigadier Alistair
Lethbridge-Stewart/Kamelion), Lucy Fleming (Veronica Holmes), Fiona
Hampton (Sergeant Janet Wharry), Glen McCready (Dodson/Autons),
Oscar Pearce (Captain Ted Mears), Homer Todiwala (Corporal Vikram
Palmer). Other parts played by members of the cast
The Doctor is recruited by Leela for a vital mission on behalf of
the Time Lords. Together, they must track down and destroy two
god-like beings whose extraordinary powers now threaten all of
space and time. Their names are Abby and Zara...1. The Garden of
Storms. In pursuit of Abby and Zara, Leela pilots the TARDIS to the
eye of a violent storm in time. Yet she and the Doctor find
themselves in an idyllic garden city, the people contented and
happy. They soon discover that this bliss comes at a terrible cost,
and that Abby and Zara are determined to put things right… so how
can Leela and the Doctor stop them? 2. The Moonrakers. Life is hard
for the early pioneers building the first settlements on the Moon.
The laws of the Earth don’t apply here, and there are tussles
over limited resources vital to survival. Arriving on the Moon, the
Doctor and Zara discover than an aggressive alien species lies in
wait. Yet there’s something very strange about these particular
Sontarans: they refuse to fight. 3. The People Made of Smoke. Abby
and Zara strive to use their powers for good but it’s clear they
are damaging reality – and allowing monstrous creatures to bleed
through from beyond. The Doctor knows he can only save the universe
by destroying his friends. But just how much might he be willing to
sacrifice if there’s a chance to save them? CAST: Peter Davison
(The Doctor), Louise Jameson (Leela), Ciara Janson (Abby), Laura
Doddington (Zara), Lisa Bowerman (Smoke Creatures), Pandora
Clifford (Zeeb/Zeet), Paul Courtenay Hyu (Wei), Nicky Goldie
(Polk), Tom Mahy (Brody), Anjli Mohindra (Captain Riya Nehru), Dan
Starkey (Stent/Sontarans).
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Avishag
Adam Howard
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R473
Discovery Miles 4 730
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Ships in 10 - 15 working days
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How can teachers bridge the gap between their commitments to social
justice and their day-to-day practice? This is the question that
author Adam Howard asked as he began teaching at an elite private
school. Unfamiliar with the educational landscape of privilege and
abundance, he began exploring the questions he had as a teacher on
the lessons affluent students are taught in schooling about their
place in the world, their relationships with others, and how they
see themselves.
Grounded in an extensive ethnographic account of a six-year
study on affluent schooling, Learning Privilege examines the
concept of privilege itself and the cultural and social processes
in schooling that reinforce and regenerate privilege. Howard
explores what educators, students, and families at elite schools
value most in education and how these values guide ways of knowing
and doing that both create high standards for their educational
programs and reinforce privilege as a collective identity. This
book breaks new ground in studies of social class and education by
illustrating the ways that affluent students construct their own
privilege-not, fundamentally, as what they have, but, rather, as
who they are.
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