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This book examines the opportunities, orientations and outcomes
that shape education for Black people across time, place and space
throughout the African diaspora. It bridges gaps in education
studies and African diaspora studies, noting the connections
between these two formative fields as central to a fuller
understanding of the history and futurity of African descendants
around the world. The chapters in this volume showcase the work of
scholars across disciplinary boundaries, national contexts, and
methodological expertise, all of whom are deeply concerned with
education for Black children, young people and adults from critical
perspectives. Crucially, this volume explores the social,
political, psychic, and material dimensions of education for Black
people within the African diaspora as already part of a larger
global phenomenon—linking the national and the international, the
local and the global for a more comprehensive understanding of the
past, present and future of education for people of African descent
around the world. Education Across the African Diaspora will be a
key resource for scholars and researcher of education studies,
African diaspora studies, education history, African studies, black
studies, ethnic studies and sociology. This book was originally
published as a special issue of Peabody Journal of Education.
This collection investigates the ways in which boys and young men
negotiate neoliberal discourse surrounding aspiration and how
neoliberalism shapes their identities. Expanding the field of
masculinity studies in education, the contributors offer
international comparisons of different subgroups of boys and young
men in primary, secondary and university settings. A
cross-sectional analysis of race, gender, and class theory is
employed to illuminate the role of aspiration in shaping boys'
identities, which adds nuance to their complex "identity work" in
neoliberal times.
This collection investigates the ways in which boys and young men
negotiate neoliberal discourse surrounding aspiration and how
neoliberalism shapes their identities. Expanding the field of
masculinity studies in education, the contributors offer
international comparisons of different subgroups of boys and young
men in primary, secondary and university settings. A
cross-sectional analysis of race, gender, and class theory is
employed to illuminate the role of aspiration in shaping boys'
identities, which adds nuance to their complex "identity work" in
neoliberal times.
In The Culture Trap, Derron Wallace argues that the overreliance on
culture to explain Black students' achievement and behavior in
schools is a trap that undermines the historical factors and
institutional processes that shape how Black students experience
schooling. This trap is consequential for a host of racial and
ethnic minority youth in schools, including Black Caribbean young
people in London and New York City. Since the 1920s, Black
Caribbeans in New York have been considered a high-achieving Black
model minority. Conversely, since the 1950s, Black Caribbeans in
London have been regarded as a chronically underachieving minority.
In both contexts, however, it is often suggested that Caribbean
culture informs their status, whether as a celebrated minority in
the US or as a demoted minority in Britain. Drawing on rich
ethnographic observations, as well as interview and archival data
from two of the largest public schools in London and New York City,
Wallace interrogates the fault lines of these claims, and
highlights the influence of colonialism, class, and context in
shaping Black Caribbeans' educational experiences. As racial and
ethnic achievement gaps and discussions about what to do about them
persist in the US and Britain, Wallace shows how culture is at
times used as an alibi for racism in schools, and points out what
educators, parents, and students can do to change it.
International Perspectives on Theorizing Aspirations offers new
insights and guidance for those looking to use Bourdieu's tools in
an educational context, with a focus on how the tools can be
applied to issues of aspiration. Written by contributors from the
UK, USA, Australia, Nigeria, Jamaica and Spain, the book explores
how Bourdieu's tools have been applied in recent cutting-edge
educational research on a range of topics, including widening
participation, migration, ethnicity, and class. The contributors
consider how aspirations are theorized in sociology, as well as
exploring the structure/agency debates, before recapitulating
Bourdieu's tools and their applicability in educational contexts. A
key question running through the chapters is: how does social
theory shape research? Including recommended readings, this is
essential reading for anyone looking to use Bourdieu in their
research and for those studying aspiration in an educational
research setting.
International Perspectives on Theorizing Aspirations offers new
insights and guidance for those looking to use Bourdieu's tools in
an educational context, with a focus on how the tools can be
applied to issues of aspiration. Written by contributors from the
UK, USA, Australia, Nigeria, Jamaica and Spain, the book explores
how Bourdieu's tools have been applied in recent cutting-edge
educational research on a range of topics, including widening
participation, migration, ethnicity, and class. The contributors
consider how aspirations are theorized in sociology, as well as
exploring the structure/agency debates, before recapitulating
Bourdieu's tools and their applicability in educational contexts. A
key question running through the chapters is: how does social
theory shape research? Including recommended readings, this is
essential reading for anyone looking to use Bourdieu in their
research and for those studying aspiration in an educational
research setting.
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