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This is the first international reference work to map out how
Pierre Bourdieu has been used in educational research. Written by
scholars based in Australia, Canada, China, Croatia, Indonesia, New
Zealand, Hong Kong, the UK, and the USA, the handbook provides a
unique and cutting-edge picture of how Bourdieu has been both used
and adapted in educational research globally. The book will be
useful for those who may only have a cursory knowledge of
Bourdieu’s tools as well as those who are already familiar with
Bourdieu’s work. The chapters cover a wide range of topics
including educational leadership, teacher preparation, space/place,
educational policy, literacy education, marginalised students, and
student mobility.
Working in a Survival School documents how global educational
policies trickle down and influence school cultures and the lives
of educators and educational leaders. The research traces the
everyday work and experience of educators within an all-boys
Catholic college suffering an unprecedented decline in enrolment
numbers. In short, it was a school in 'survival mode.' Drawing on
Dorothy Smith's scholarship on Institutional Ethnography, the
authors document how the school operated and how its efforts to
survive influenced the daily work of educators.Institutional
ethnography reveals the school as a bounded space subject to a
variety of competing local and translocal forces that are
historical, political and economic in nature. Exploring the
discursive and material effects of policy on both the work and
identities of educators, the authors illustrate how the everyday
experience of being an educator is shaped by marketisation and how
leaders engage in stratagems to promote the school as a vehicle of
educational excellence and quality to lure clientele. Building on
existing scholarship in educational policy studies and New Public
Management, Working in a Survival School considers how the global
marketisation of education systems is experienced in one school
fighting to survive. This book is of interest to educators, school
leader and academics interested in policy enactment.
Foregrounding the ways in which men experience transnational
migration, Migratory Men: Place, Transnationalism and Masculinities
considers how we conceptualise and theorise mobile men in a global
context. Bringing together studies from around the world (e.g.
Australia, Pakistan, Tunisia, Zimbabwe, Italy, etc), the collection
foregrounds how the transnational migratory experience profoundly
reshapes men's complex identity practices. Specifically, the
collection highlights how transnational migratory aspirations and
experiences often lead men to reimagine local patterns of
masculinity and/or reaffirm prescriptive gender roles as they
encounter new spaces/places. In presenting interdisciplinary
research, the international scholars consider the powerful roles of
economics, politics and social class in shaping masculinities.
Furthermore, they emphasise how men affectively and agentically
experience migration and how interaction with new spaces/places can
often lead to negotiations between disempowerment and empowerment.
As such, the collection will appeal to both non-academic readers
who share transnational migratory aspirations and experiences and
academic readers across the social sciences with interests in
gender and sexuality, migration and diaspora, transnationalism and
contemporary masculinities.
Despite efforts to widen participation, first-in-family students,
as an equity group, remain severely under-represented in higher
education internationally. This book explores and analyses the
gendered and classed subjectivities of 48 Australian students in
the First-in-Family Project serving as a fresh perspective to the
study of youth in transition. Drawing on liminality to provide
theoretical insight, the authors focus on how they engage in
multiple overlapping and mutually informing transitions into and
from higher education, the family, service work, and so forth.
While studies of class disadvantage and widening participation in
HE remains robust, there is considerably less work addressing the
gendered experiences of first-in-family students.
This book takes a critical view of masculinities through an
investigation of first-in-family males transitioning to higher
education. Drawing on six in-depth longitudinal case studies, the
focus is on how young men from working-class backgrounds engage
with complex social inequalities, as well as the various capitals
they draw upon to ensure their success. Through the longitudinal
approach, the work problematises the rhetoric of 'poverty of
aspirations' and foregrounds how class and gender influence the
lives and futures of these young men. The book demonstrates how the
aspirations of these young men are influenced by a complex
interplay between race/ethnicity, religion, masculinity and social
class. Finally, the book draws connections between the lived
experiences of the participants and the implications for policy and
practice in higher education. Drawn from a larger research project,
each case study compels the reader to think critically regarding
masculinities in relation to social practices, institutional
arrangements and cultural ideologies. This is essential reading for
those interested in widening participation in higher education,
gender theory/masculinities, longitudinal research and social
justice.
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 recent years there has been growing concern over the pervasive
disparities in academic achievement that are highly influenced by
ethnicity, class and gender. Specifically, within the neoliberal
policy rhetoric, there has been concern over underachievement of
working-class young males, specifically white working-class boys.
The historic persistence of this pattern, and the ominous
implication of these trends on the long-term life chances of white
working-class boys, has led to a growing chorus that something must
be done to intervene. This book provides an in-depth sociological
study exploring the subjectivities within the neoliberal ideology
of the school environment, in order to expand our understanding of
white working-class disengagement with education. The chapters
discuss how white working-class boys in three educational sites
enact social and learner identities, focusing on the practices of
'meaning-making' and 'identity work' that the boys experienced, and
the disjunctures and commonalities between them. The book presents
an analysis of the varying tensions influencing the identity of
each boy and the consequences of these pressures on their
engagement with education. Drawing on Bourdieu's theoretical tools
and a model of egalitarian habitus, Identity, Neoliberalism and
Aspiration: Educating white working-class boys will be of interest
to academics, researchers and postgraduate students in the field of
sociology of education, and those from related disciplines studying
class and gender.
In recent years there has been growing concern over the pervasive
disparities in academic achievement that are highly influenced by
ethnicity, class and gender. Specifically, within the neoliberal
policy rhetoric, there has been concern over underachievement of
working-class young males, specifically white working-class boys.
The historic persistence of this pattern, and the ominous
implication of these trends on the long-term life chances of white
working-class boys, has led to a growing chorus that something must
be done to intervene. This book provides an in-depth sociological
study exploring the subjectivities within the neoliberal ideology
of the school environment, in order to expand our understanding of
white working-class disengagement with education. The chapters
discuss how white working-class boys in three educational sites
enact social and learner identities, focusing on the practices of
'meaning-making' and 'identity work' that the boys experienced, and
the disjunctures and commonalities between them. The book presents
an analysis of the varying tensions influencing the identity of
each boy and the consequences of these pressures on their
engagement with education. Drawing on Bourdieu's theoretical tools
and a model of egalitarian habitus, Identity, Neoliberalism and
Aspiration: Educating white working-class boys will be of interest
to academics, researchers and postgraduate students in the field of
sociology of education, and those from related disciplines studying
class and gender.
This book explores how boys from low-socioeconomic status
backgrounds disengage from their education, and are resultantly
severely underrepresented in post-compulsory education. For those
who attend university, many will be first-in-their-family. As
first-in-family students, they may encounter significant barriers
which may limit their participation in university life and their
acquisition of social and cultural capital. Drawing on a
longitudinal study of young Australian men pursuing higher
education, the book provides the first detailed account of socially
mobile working-class masculinities. Investigating the experiences
of these young men, this book analyses their acclimatisation to new
learning environments as well as their changing subjectivities. The
monograph draws on various sociological theories to analyse
empirical data and make practical recommendations which will drive
innovation in widening participation initiatives internationally.
This book will be of interest to scholars interested in widening
participation, transitions, social mobility and Critical Studies of
Men and Masculinities.
As a school ethnography, this book explores the controversial
schooling practices and strategies embedded in charter school
management organizations (CMOs), as well as how these practices
influence teaching and learning, school leadership, teachers'
professional identities, and students' understanding of success. By
theorizing the common practices within the organization, Stahl
connects current research in neoliberal governance, neoliberal
structuring of educational policy, aspiration and social
reproduction in schooling. Honing in on the discourse on education
reform, Stahl demonstrates that a "unique blend" of neoliberalism
and social justice values have permeated the CMO's institutional
culture, promoting the belief that adopting corporate practices
will fix America's schools and ensure equity of opportunity for
all. The inclusion of institutional texts (emails, Blackberry
messages, posters, and rubrics) balances the personal-subjective
and inter-subjective to capture a blend of neoliberalism and social
justice reframing.
This book details the findings of a small-scale research study on
the use of real-time coaching in pre-service teacher education,
founded upon the nexus of teacher education, mentoring, immediate
feedback, teacher effectiveness, technology-enhanced learning and
innovative approaches to developing better teaching practices. The
book includes a robust literature review summarizing the
scholarship on coaching models used in teacher education. The
authors explore how real-time coaching, as a specific approach, has
the potential to address persistent problems in teacher education
and early career teacher performance in the areas of teachers'
growth mindset, teacher resilience and disjuncture in applying
theory to practice. The scholarship allows readers to gain a better
understanding of the history of coaching in teacher training, and
the capacity of real-time coaching, specifically, in pre-service
teacher training told through the words of participants.
As a school ethnography, this book explores the controversial
schooling practices and strategies embedded in charter school
management organizations (CMOs), as well as how these practices
influence teaching and learning, school leadership, teachers'
professional identities, and students' understanding of success. By
theorizing the common practices within the organization, Stahl
connects current research in neoliberal governance, neoliberal
structuring of educational policy, aspiration and social
reproduction in schooling. Honing in on the discourse on education
reform, Stahl demonstrates that a "unique blend" of neoliberalism
and social justice values have permeated the CMO's institutional
culture, promoting the belief that adopting corporate practices
will fix America's schools and ensure equity of opportunity for
all. The inclusion of institutional texts (emails, Blackberry
messages, posters, and rubrics) balances the personal-subjective
and inter-subjective to capture a blend of neoliberalism and social
justice reframing.
This book explores how boys from low-socioeconomic status
backgrounds disengage from their education, and are resultantly
severely underrepresented in post-compulsory education. For those
who attend university, many will be first-in-their-family. As
first-in-family students, they may encounter significant barriers
which may limit their participation in university life and their
acquisition of social and cultural capital. Drawing on a
longitudinal study of young Australian men pursuing higher
education, the book provides the first detailed account of socially
mobile working-class masculinities. Investigating the experiences
of these young men, this book analyses their acclimatisation to new
learning environments as well as their changing subjectivities. The
monograph draws on various sociological theories to analyse
empirical data and make practical recommendations which will drive
innovation in widening participation initiatives internationally.
This book will be of interest to scholars interested in widening
participation, transitions, social mobility and Critical Studies of
Men and Masculinities.
This book details the findings of a small-scale research study on
the use of real-time coaching in pre-service teacher education,
founded upon the nexus of teacher education, mentoring, immediate
feedback, teacher effectiveness, technology-enhanced learning and
innovative approaches to developing better teaching practices. The
book includes a robust literature review summarizing the
scholarship on coaching models used in teacher education. The
authors explore how real-time coaching, as a specific approach, has
the potential to address persistent problems in teacher education
and early career teacher performance in the areas of teachers'
growth mindset, teacher resilience and disjuncture in applying
theory to practice. The scholarship allows readers to gain a better
understanding of the history of coaching in teacher training, and
the capacity of real-time coaching, specifically, in pre-service
teacher training told through the words of participants.
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.
The Palgrave Handbook of Citizenship and Education provides an
authoritative and comprehensive overview of the current field of
citizenship and education. It draws on insights from a range of
disciplines to explore historical, philosophical, theological,
sociological and psychological ideas on how the two concepts
intersect and is international in scope, authorship and readership.
Five sections provide a clear outline of: Foundational thinkers on,
and the theories of, citizenship and education; Citizenship and
education in national and localised contexts; Citizenship and
education in transnational contexts; Youth, advocacy, citizenship
and education; Contemporary insights on citizenship and education;
An essential resource for scholars interested in how theorizations
of citizenship, civic identity and participatory democracy are, and
could be, operationalized within educational theories, educational
debates, educational curricular, and pedagogic practices.
The Palgrave Handbook of Citizenship and Education provides an
authoritative and comprehensive overview of the current field of
citizenship and education. It draws on insights from a range of
disciplines to explore historical, philosophical, theological,
sociological and psychological ideas on how the two concepts
intersect and is international in scope, authorship and readership.
Five sections provide a clear outline of: Foundational thinkers on,
and the theories of, citizenship and education; Citizenship and
education in national and localised contexts; Citizenship and
education in transnational contexts; Youth, advocacy, citizenship
and education; Contemporary insights on citizenship and education;
An essential resource for scholars interested in how theorizations
of citizenship, civic identity and participatory democracy are, and
could be, operationalized within educational theories, educational
debates, educational curricular, and pedagogic practices.
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