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This text looks at the ways in which women as mothers are
positioned in society in terms of ethnicity, social class and
marital status. Using case study material the author expands her
assessment to analyze the way women's educational experience
influences their involvement in their children's schooling. The
book examines the support of the mother in her child's schooling to
reveal the part she plays in social reproduction and to recognize
her centrality to an understanding of social class. The book should
be of interest to undergraduates in the sociology of education,
gender studies, and to those studying PGCE primary education.
Specially selected by Diane Reay, this is a collection of
innovative and thought-provoking recently published papers that
'use' Bourdieu to put theory into practice in order to understand
and analyse educational problems. Bourdieu's work is renowned for
its focus on inequalities and its centering of social justice. The
contributions utilise a wide range of diverse concepts in
Bourdieu's theoretical 'tool-kit', and address educational
inequalities across different aspects of the educational system -
from higher education and parental choice of schooling, to
teachers' professional development and the PE classroom.
Illuminating key aspects of Bourdieu's scholarship, they reveal how
good Bourdieu is 'for thinking with'; illustrate the merits of
reflexivity, the move beyond binary ways of reading the social
world; and demonstrate the significance of power in any analysis of
education. The chapters in this book were all originally published
as articles in Taylor and Francis journals.
This text looks at the ways in which women as mothers are
positioned in society in terms of ethnicity, social class and
marital status. Using case study material the author expands her
assessment to analyse the way women's educational experience
influences their involvement in their children's schooling. The
book examines the support of the mother in her child's schooling to
reveal the part she plays in social reproduction and to recognize
her centrality to an understanding of social class. The book should
be of interest to undergraduates in the sociology of education,
gender studies, and to those studying PGCE primary education.
Specially selected by Diane Reay, this is a collection of
innovative and thought-provoking recently published papers that
'use' Bourdieu to put theory into practice in order to understand
and analyse educational problems. Bourdieu's work is renowned for
its focus on inequalities and its centering of social justice. The
contributions utilise a wide range of diverse concepts in
Bourdieu's theoretical 'tool-kit', and address educational
inequalities across different aspects of the educational system -
from higher education and parental choice of schooling, to
teachers' professional development and the PE classroom.
Illuminating key aspects of Bourdieu's scholarship, they reveal how
good Bourdieu is 'for thinking with'; illustrate the merits of
reflexivity, the move beyond binary ways of reading the social
world; and demonstrate the significance of power in any analysis of
education. The chapters in this book were all originally published
as articles in Taylor and Francis journals.
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.
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.
In this book, part of the 21st Century Standpoints series published
in association with the British Sociological Association, Diane
Reay, herself working class turned Cambridge professor, brings
Brian Jackson and Dennis Marsden's pioneering Education and the
Working Class from 1962 up to date for the 21st century. The book
addresses the urgent question of why the working classes are still
faring so much worse than the upper and middle classes in
education, and vitally - what we can do to achieve a fairer system.
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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