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How do race and class intersect to shape the identities and
experiences of Black middle-class parents and their children? What
are Black middle-class parents' strategies for supporting their
children through school? What role do the educational histories of
Black middle-class parents play in their decision-making about
their children's education? There is now an extensive body of
research on the educational strategies of the white middle classes
but a silence exists around the emergence of the Black middle
classes and their experiences, priorities, and actions in relation
to education. This book focuses on middle-class families of Black
Caribbean heritage. Drawing on rich qualitative data from nearly 80
in-depth interviews with Black Caribbean middle-class parents, the
internationally renowned contributors reveal how these parents
attempt to navigate their children successfully through the school
system, and defend them against low expectations and other
manifestations of discrimination. Chapters identify when, how and
to what extent parents deploy the financial, cultural and social
resources available to them as professional, middle class
individuals in support of their children's academic success and
emotional well-being. The book sheds light on the complex, and
relatively neglected relations, between race, social class and
education, and in addition, poses wider questions about the
experiences of social mobility, and the intersection of race and
class in forming the identity of the parents and their children.
The Colour of Class: The educational strategies of the Black middle
classes will appeal to undergraduates and postgraduates on
education, sociology and social policy courses, as well as
academics with an interest in Critical Race Theory and Bourdieu.
The Colour of Class was awarded 2nd prize by the Society for
Educational Studies: Book Prize 2016.
The American scholar and activist Nancy Fraser has written about a
wide range of issues in social and political theory, and is
well-known for her philosophical perspectives on democratic theory
and on feminist theory. Her work on justice and identity politics
has been particularly widely cited, and she has also been active in
developing a 'feminism for the 99%'. Although education has not
been a direct focus for much of her work, her thinking has been
widely disseminated within the critical study of education. This
volume illustrates the way in which education researchers have
taken up and developed Fraser's theories in the areas of
alternative education, higher education, inclusion and disability,
and the effects of neoliberalism upon public (state) education, as
they ask how social justice within the education system can be
enhanced. These insightful essays cover a range of countries and
topics, as the authors work with Fraser's concepts, to argue for
the development of a more equitable education system. The chapters
in this book were originally published as articles in Taylor and
Francis journals.
First published in 1998, Ruggeri and Vincent analyse different tax
reform proposals to create a discourse on dispelling the myths
surrounding the flat tax. This book proposes a progressive and
comprehensive tax reforms, whilst simplifying the tax system for
the vast majority of tax payers. Whilst ensuring the tax system
reforms dose not hinder economic growth. This book should be
required reading for anyone interested in the problems and promise
of tax reform.
With the issue of childcare high on the New Labour agenda, this is
a subject that is often in the media spotlight, and one that will
continue to spark heated debate both in the UK and around the
world. This book presents a substantive study of childcare policy
and practice, examining middle class parents' choice of childcare
within the wider contexts of social class and class fractions,
social reproduction, gendered responsibilities and conceptions of
'good' parenting.
Drawing on the results of a qualitative empirical study of two
groups of middle class parents living in two London localities,
this book:
- takes into account key theoretical frameworks in childcare
policy, setting them in a broader social, political and economic
context;
- considers the development of the UK government's childcare
strategy from its birth in 1998 to the present day;
- highlights the critical debates surrounding middle class families
and their choice of childcare;
- explores parents' experiences of childcare and their
relationships with carers.
This book offers important and invaluable insights into a complex
subject, and will be essential reading for academics, students,
policy makers and all those involved in the childcare market.
With the issue of childcare high on the New Labour agenda, this is
a subject that is often in the media spotlight, and one that will
continue to spark heated debate both in the UK and around the
world. This book presents a substantive study of childcare policy
and practice, examining middle class parents' choice of childcare
within the wider contexts of social class and class fractions,
social reproduction, gendered responsibilities and conceptions of
'good' parenting.
Drawing on the results of a qualitative empirical study of two
groups of middle class parents living in two London localities,
this book:
- takes into account key theoretical frameworks in childcare
policy, setting them in a broader social, political and economic
context;
- considers the development of the UK government's childcare
strategy from its birth in 1998 to the present day;
- highlights the critical debates surrounding middle class families
and their choice of childcare;
- explores parents' experiences of childcare and their
relationships with carers.
This book offers important and invaluable insights into a complex
subject, and will be essential reading for academics, students,
policy makers and all those involved in the childcare market.
This book answers key questions regarding social justice in education. Its central theme is how the education system, through its organisation and practices, is implicated in the realisation of just or unjust social outcomes. In particular, the writers examine the ways in which the identities of individuals and groups are formed and transformed in schools, colleges and universities. The book contains examples drawn from early years through to higher education. It has a dual focus, addressing: * theoretical debates in social justice, including how the concept of social justice can be understood, and theoretical issues around social capital, and class and gender reproduction * the formation of learner identities focusing on how these are differentiated by class, ethnicity, gender, sexuality and (dis)ability. Carol Vincent has assembled a wide-ranging collection of lucidly argued essays by a panel of internationally respected contributors. The authors draw on their current and recent research to inform their writing and so theory is balanced with extensive empirical evidence. Therefore the debates continued here have implications for policy and practice, as well as being theoretically and analytically rich. This book will provide unrivalled coverage of the subject for researchers, academics, practitioners and policymakers in education.
The study of education and social mobility has been a key area of
sociological research since the 1950s. The importance of this
research derives from the systematic analysis of functionalist
theories of industrialism. Functionalist theories assume that the
complementary demands of efficiency and justice result in more
'meritocratic' societies, characterized by high rates of social
mobility. Much of the sociological evidence has cast doubt on this
optimistic, if not utopian, claim that reform of the education
system could eliminate the influence of class, gender and ethnicity
on academic performance and occupational destinations. This book
brings together sixteen cutting-edge articles on education and
social mobility. It also includes an introductory essay offering a
guide to the main issues and controversies addressed by authors
from several countries. This comprehensive volume makes an
important contribution to our theoretical and empirical
understanding of the changing relationship between origins,
education and destinations. This timely collection is also relevant
to policy-makers as education and social mobility are firmly back
on both national and global political agendas, viewed as key to
creating fairer societies and more competitive economies. This book
was originally published as a special issue of the British Journal
of Sociology of Education.
First published in 1998, Ruggeri and Vincent analyse different tax
reform proposals to create a discourse on dispelling the myths
surrounding the flat tax. This book proposes a progressive and
comprehensive tax reforms, whilst simplifying the tax system for
the vast majority of tax payers. Whilst ensuring the tax system
reforms dose not hinder economic growth. This book should be
required reading for anyone interested in the problems and promise
of tax reform.
This work examines the factors that shape and influence home-school
relations. At its heart is an analysis of parent-teacher
relationships in an inner city borough, drawn from case studies of
five primary schools and a parents' centre. Interviews with parents
are revealing windows into parents' views on a range of issues,
including curriculum, discipline and parents' relationships with
their children's teachers.; The author also considers teachers'
perspectives on these matters, and explores the influence of social
class, ethnicity and gender on parent-teacher interactions. While
presenting these issues within a consideration of broader themes
such as citizenship, community, power and participation, the book
discusses the reasons why initiatives designed to improve home-
school relations appear to result in such limited change.
This work examines the factors that shape and influence home-school
relations. At its heart is an analysis of parent-teacher
relationships in an inner city borough, drawn from case studies of
five primary schools and a parents' centre. Interviews with parents
are revealing windows into parents' views on a range of issues,
including curriculum, discipline and parents' relationships with
their children's teachers.; The author also considers teachers'
perspectives on these matters, and explores the influence of social
class, ethnicity and gender on parent-teacher interactions. While
presenting these issues within a consideration of broader themes
such as citizenship, community, power and participation, the book
discusses the reasons why initiatives designed to improve home-
school relations appear to result in such limited change.
Theorizing Social Class and Education presents a selection of
writing on class analysis within sociology of education as it has
evolved over the last decade both in the UK, and internationally.
Moving from a narrow focus on class position and categorisation, to
a much broader view on behaviours, attitudes, identities and
practices, the contributors explore and theorize the ways in which
particular individuals develop their perspectives and
understandings of the social world, and the role education plays in
shaping these. This book was originally published as a special
issue of the British Journal of Sociology of Education.
Do people make friends with those who are culturally and socially
different to themselves? Friendship and Diversity explores the
social relationships of adults and children living in highly
diverse localities in London. The authors examine how social class
and ethnic difference affects the friendships of children in
primary schools and their parents. The book draws on original and
in-depth conversations 8 and 9 year olds about their classroom
relationships, with parents about their own and their children's
friendships, and with teachers about supporting children's
friendships at school. Through detailed discussions of friendships,
everyday multiculture, and attitudes towards shared social space,
cultural difference and social class, the authors reveal what these
friendships tell us about the nature and extent of social mixing
and social divisions in cities with diverse populations. Friendship
and Diversity will be of interest to students and scholars across a
range of disciplines, including sociology, geography and
psychology, as well as education practitioners.
Do people make friends with those who are culturally and socially
different to themselves? Friendship and Diversity explores the
social relationships of adults and children living in highly
diverse localities in London. The authors examine how social class
and ethnic difference affects the friendships of children in
primary schools and their parents. The book draws on original and
in-depth conversations 8 and 9 year olds about their classroom
relationships, with parents about their own and their children's
friendships, and with teachers about supporting children's
friendships at school. Through detailed discussions of friendships,
everyday multiculture, and attitudes towards shared social space,
cultural difference and social class, the authors reveal what these
friendships tell us about the nature and extent of social mixing
and social divisions in cities with diverse populations. Friendship
and Diversity will be of interest to students and scholars across a
range of disciplines, including sociology, geography and
psychology, as well as education practitioners.
The American scholar and activist Nancy Fraser has written about a
wide range of issues in social and political theory, and is
well-known for her philosophical perspectives on democratic theory
and on feminist theory. Her work on justice and identity politics
has been particularly widely cited, and she has also been active in
developing a 'feminism for the 99%'. Although education has not
been a direct focus for much of her work, her thinking has been
widely disseminated within the critical study of education. This
volume illustrates the way in which education researchers have
taken up and developed Fraser's theories in the areas of
alternative education, higher education, inclusion and disability,
and the effects of neoliberalism upon public (state) education, as
they ask how social justice within the education system can be
enhanced. These insightful essays cover a range of countries and
topics, as the authors work with Fraser's concepts, to argue for
the development of a more equitable education system. The chapters
in this book were originally published as articles in Taylor and
Francis journals.
This book answers key questions regarding social justice in education. Its central theme is how the education system, through its organisation and practices, is implicated in the realisation of just or unjust social outcomes. In particular, the writers examine the ways in which the identities of individuals and groups are formed and transformed in schools, colleges and universities. The book contains examples drawn from early years through to higher education. It has a dual focus, addressing: * theoretical debates in social justice, including how the concept of social justice can be understood, and theoretical issues around social capital, and class and gender reproduction * the formation of learner identities focusing on how these are differentiated by class, ethnicity, gender, sexuality and (dis)ability. Carol Vincent has assembled a wide-ranging collection of lucidly argued essays by a panel of internationally respected contributors. The authors draw on their current and recent research to inform their writing and so theory is balanced with extensive empirical evidence. Therefore the debates continued here have implications for policy and practice, as well as being theoretically and analytically rich. This book will provide unrivalled coverage of the subject for researchers, academics, practitioners and policymakers in education.
How do race and class intersect to shape the identities and
experiences of Black middle-class parents and their children? What
are Black middle-class parents' strategies for supporting their
children through school? What role do the educational histories of
Black middle-class parents play in their decision-making about
their children's education? There is now an extensive body of
research on the educational strategies of the white middle classes
but a silence exists around the emergence of the Black middle
classes and their experiences, priorities, and actions in relation
to education. This book focuses on middle-class families of Black
Caribbean heritage. Drawing on rich qualitative data from nearly 80
in-depth interviews with Black Caribbean middle-class parents, the
internationally renowned contributors reveal how these parents
attempt to navigate their children successfully through the school
system, and defend them against low expectations and other
manifestations of discrimination. Chapters identify when, how and
to what extent parents deploy the financial, cultural and social
resources available to them as professional, middle class
individuals in support of their children's academic success and
emotional well-being. The book sheds light on the complex, and
relatively neglected relations, between race, social class and
education, and in addition, poses wider questions about the
experiences of social mobility, and the intersection of race and
class in forming the identity of the parents and their children.
The Colour of Class: The educational strategies of the Black middle
classes will appeal to undergraduates and postgraduates on
education, sociology and social policy courses, as well as
academics with an interest in Critical Race Theory and Bourdieu.
The Colour of Class was awarded 2nd prize by the Society for
Educational Studies: Book Prize 2016.
The Government has named the 'fundamental British values' (FBV) as
democracy, the rule of law, individual liberty, and mutual respect
and tolerance of those with different faiths. Since 2014, teachers
in England have been required to promote these values in schools to
all pupils. What are the implications of this for teachers, pupils
and the rest of us? Discussing a broad mix of issues - citizenship,
diversity, social class, ethnicity, religion, counter-extremism,
affect, and community cohesion - this book discusses the political,
social, cultural and educational contexts in which teachers are
promoting these values. Drawing on observations of teaching, as
well as teachers' views and experiences, it analyses how teachers
make sense of the mandatory promotion of FBV, and what ideas of
citizenship and identity they offer to their pupils.
The study of education and social mobility has been a key area of
sociological research since the 1950s. The importance of this
research derives from the systematic analysis of functionalist
theories of industrialism. Functionalist theories assume that the
complementary demands of efficiency and justice result in more
'meritocratic' societies, characterized by high rates of social
mobility. Much of the sociological evidence has cast doubt on this
optimistic, if not utopian, claim that reform of the education
system could eliminate the influence of class, gender and ethnicity
on academic performance and occupational destinations. This book
brings together sixteen cutting-edge articles on education and
social mobility. It also includes an introductory essay offering a
guide to the main issues and controversies addressed by authors
from several countries. This comprehensive volume makes an
important contribution to our theoretical and empirical
understanding of the changing relationship between origins,
education and destinations. This timely collection is also relevant
to policy-makers as education and social mobility are firmly back
on both national and global political agendas, viewed as key to
creating fairer societies and more competitive economies. This book
was originally published as a special issue of the British Journal
of Sociology of Education.
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