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.

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.

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

Celebrating four decades of the Fifth Doctor, with stories from across his timeline. 1.1 Secrets of Telos by Matt Fitton. Professor Parry's expedition to the tombs of Telos was hardly an unmitigated success. The handful of survivors limp home in a spaceship... unaware that the deadly peril they faced from the Cybermen is not yet banished. Into this situation stumble the Fifth Doctor and his friends Nyssa and Tegan - and they're soon in a deadly fight for their lives. Except things aren't quite that simple - something odd is happening to the Doctor. He's suddenly in a different part of his own timeline inhabiting his future self with no idea of why or how this has happened. Who is bouncing him through time? And what could they possibly want? 1.2 God of War by Sarah Grochala. The Doctor is still being jolted through his own timeline, and has now found himself with Nyssa, Tegan and Adric in ninth century Iceland near a Viking settlement on the edge of a volcano. A settlement whose leader has just found a god in the ice. The TARDIS crew are soon in a battle with the fearsome Ice Warriors. There are a lot of lives to save... and not just those of their new friends. The Doctor's about to find that his biggest battle may be with his own conscience. Cast: Peter Davison (The Doctor), Janet Fielding (Tegan), Sarah Sutton (Nyssa), Matthew Waterhouse (Adric), Nicholas Briggs (Grand Marshall Xasslyr/Cybermen/Ice Warriors), Barbara Flynn (Professor Vansom), Belinda Lang (Revna Ulfsdottir), Tamzin Outhwaite (Morton), Ronan Summers (Captain Hopper), Christopher Timothy (Professor Parry), Matilda Tucker (Inga Kundsdottir). Other parts played by members of the cast.

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.

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 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.