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Educational Choices, Transitions and Aspirations in Europe analyses
educational choices and transitions in eight different European
countries/regions and provides an engaging means of considering
issues of inequality through international comparisons. The book is
underpinned by explorations of theoretical perspectives and
methodological approaches, which share the common goal of
highlighting and challenging educational inequalities in relation
to political imaginings and discursive constructions of notions of
aspirations and choice. Beginning with an overview of the
theoretical landscape, the book posits ways of understanding
transitional experiences through both a social and a political
lens. Comprising of chapters that explore these issues within the
context of specific countries and at different stages of young
people's transitions, the collection examines the features of
different European education systems and how they frame transitions
and choices, before providing an overall analysis of systemic,
institutional and subjective constraints on these processes. The
book uniquely opens and develops an intellectual conversation about
different education systems with similar educational challenges and
outcomes. Assimilating key issues and solutions, this volume also
makes general recommendations for policy and practice that would
help to promote greater equity and social justice. The book covers
a range of transition points and countries, which should make it
essential reading for academics, researchers and postgraduate
students with an interest in international perspectives on
education. It will be particularly useful for those working in
education, sociology, social policy, geography, and politics.
Educational Choices, Transitions and Aspirations in Europe analyses
educational choices and transitions in eight different European
countries/regions and provides an engaging means of considering
issues of inequality through international comparisons. The book is
underpinned by explorations of theoretical perspectives and
methodological approaches, which share the common goal of
highlighting and challenging educational inequalities in relation
to political imaginings and discursive constructions of notions of
aspirations and choice. Beginning with an overview of the
theoretical landscape, the book posits ways of understanding
transitional experiences through both a social and a political
lens. Comprising of chapters that explore these issues within the
context of specific countries and at different stages of young
people's transitions, the collection examines the features of
different European education systems and how they frame transitions
and choices, before providing an overall analysis of systemic,
institutional and subjective constraints on these processes. The
book uniquely opens and develops an intellectual conversation about
different education systems with similar educational challenges and
outcomes. Assimilating key issues and solutions, this volume also
makes general recommendations for policy and practice that would
help to promote greater equity and social justice. The book covers
a range of transition points and countries, which should make it
essential reading for academics, researchers and postgraduate
students with an interest in international perspectives on
education. It will be particularly useful for those working in
education, sociology, social policy, geography, and politics.
This interdisciplinary collection charts the experiences of young
people in places of spatial marginality around the world,
dismantling the privileging of urban youth, urban locations and
urban ways of life in youth studies and beyond. Expert authors
investigate different dimensions of spatiality including
citizenship, materiality and belonging, and develop new
understandings of the complex relationships between place, history,
politics and education. From Australia to India, Myanmar to Sweden,
and the UK to Central America, international examples from both the
Global South and North help to illuminate wider issues of
intergenerational change, social mobility and identity. By
exploring young lives beyond the city, this book establishes
different ways of thinking from a position of spatial marginality.
Transitions to upper secondary education are crucial to
understanding social inequalities. In most European countries, it
is at this moment when students are separated into different tracks
and faced with a 'real choice' in relation to their educational
trajectory. Based on a qualitative driven approach with multiple
research techniques, including documentary analysis, questionnaires
and over 100 interviews with policymakers, teachers and young
people in Barcelona and Madrid, this book offers a holistic account
of upper secondary educational transitions in urban contexts.
Contributors explore the political, institutional and subjective
dimensions of these transitions and the multiple mechanisms of
inequality that traverse them. Providing vital insights for policy
and practice that are internationally relevant, this book will
guarantee greater equity and social justice for young people
regarding their educational trajectories and opportunities.
This book analyses the role played by schools themselves in the
high rates of educational exclusion and dropping out that affects
many European education systems. The author frames the analysis
according to three aspects of justice - redistribution, recognition
and care - to explore both how teachers explain and react to the
processes of educational failure and early school leaving, and how
young people make sense and cope with the same failures. Using
extensive qualitative data from schools in the Barcelona area, the
author analyses the impact of school segregation, methods for
managing diversity and teaching expectations: and subsequently how
they can contribute to the production and reproduction of the risks
of failure and ESL in contemporary education systems. This book
will be of interest and value to students and scholars of
educational exclusion, as well as school leaders.
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