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Based on a carefully contextualized and critical study, this book
tells how France's dominant social and political ideology and
prevailing cultural conventions abate the effects of race and
anxiety within school choice, here focused on public-school
middle-class parents living among immigrants in the diverse Paris
suburbs. The study employs innovative techniques to tackle the
presence of race, a difficult topic in France, and to address the
impact of global risk from which social anxiety springs. Interviews
for this book took place when a wave of deadly terrorism, mass
migration of refugees, and the divisiveness of a presidential
election made topics around the study poignant. It demonstrates how
race operates in French education policy and practices by directing
attention to how experienced and more qualified teachers move over
their careers to less diverse schools, seen by teachers as having
better students. The book explores how social anxiety created
through global risk is culturally resisted within the French
context by viewing this resistance theoretically through parental
dispositions. It presents the racist perception in French school
choice by revealing the education policies and parental choices
that often segregate immigrants into schools with inexperienced and
unqualified teachers. This book will be of interest to academics at
upper-level undergraduate as well as graduate courses,
policymakers, educators who are interested in inequality, sociology
of education, transnational and critical perspectives on race,
schooling, and school choice.
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