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This latest volume in the World Yearbook of Education Series
focuses on educational elites and inequality, focusing particularly
on the ways in which established and emergent groups located at the
top of the social hierarchy and power structure reproduce,
establish or redefine their position. The volume is organized
around three main issues: analyzing the way in which parents,
students and graduates in positions of social advantage use their
assets and capitals in relation to educational strategies, and how
these are different for old and new and cultural and economic
elites; studying how elite institutions have adapted their
strategies to take into account changes in the social structure, in
policy and in their institutional environment and exploring the
impact of these strategies on educational systems at the national
and global levels; mapping the new global dynamics in elite
education and how new forms of 'international education' and
'transnational cultural capital' as well as new global educational
elite pathways shape elite students' identities, status and
trajectories. Making use of a social and an institutional approach
as well as a focus on practices and policies, the volume draws on
research conducted on secondary schools and on higher education. In
addition, the global contributions within the book allow for a
comparison and contrast of situations in different countries. This
results in a comprehensive picture of common processes and national
differences concerning advantage and excellence and a thorough
examination of the impact of globalization on the strategies,
identities and trajectories of elite groups and individuals
alongside more general cultural and economic processes.
This latest volume in the World Yearbook of Education Series
focuses on educational elites and inequality, focusing particularly
on the ways in which established and emergent groups located at the
top of the social hierarchy and power structure reproduce,
establish or redefine their position. The volume is organized
around three main issues: analyzing the way in which parents,
students and graduates in positions of social advantage use their
assets and capitals in relation to educational strategies, and how
these are different for old and new and cultural and economic
elites; studying how elite institutions have adapted their
strategies to take into account changes in the social structure, in
policy and in their institutional environment and exploring the
impact of these strategies on educational systems at the national
and global levels; mapping the new global dynamics in elite
education and how new forms of 'international education' and
'transnational cultural capital' as well as new global educational
elite pathways shape elite students' identities, status and
trajectories. Making use of a social and an institutional approach
as well as a focus on practices and policies, the volume draws on
research conducted on secondary schools and on higher education. In
addition, the global contributions within the book allow for a
comparison and contrast of situations in different countries. This
results in a comprehensive picture of common processes and national
differences concerning advantage and excellence and a thorough
examination of the impact of globalization on the strategies,
identities and trajectories of elite groups and individuals
alongside more general cultural and economic processes.
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