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The gaze of educational researchers has traditionally been turned
"down" toward the experiences of communities deemed at-risk,
presumably with the purpose of improving their plight. Indeed,
theorizing about the relationship between education, culture, and
society has typically emerged from the study of poor and
marginalized groups in public schools. Seldom have educational
researchers considered class privilege and educational advantage in
their attempts at understanding inequality and fomenting social
justice. This collection of groundbreaking studies breaks with this
tradition by shifting the gaze of inquiry "up," toward the
experiences of privilege in educational environments characterized
by wealth and the abundance of material resources. This edited
volume brings together established and emerging scholars in
education and the social sciences working critically to interrogate
a diversity of educational environments serving the interests of
influential groups both within and beyond schools. The authors
investigate the power relations that underlie various contexts of
class privilege. They shed light into the ways in which the success
of a few relates to the failure of many.
The gaze of educational researchers has traditionally been turned
'down' toward the experiences of communities deemed at-risk,
presumably with the purpose of improving their plight. Indeed,
theorizing about the relationship between education, culture, and
society has typically emerged from the study of poor and
marginalized groups in public schools. Seldom have educational
researchers considered class privilege and educational advantage in
their attempts at understanding inequality and fomenting social
justice. This collection of groundbreaking studies breaks with this
tradition by shifting the gaze of inquiry 'up, ' toward the
experiences of privilege in educational environments characterized
by wealth and the abundance of material resources. This edited
volume brings together established and emerging scholars in
education and the social sciences working critically to interrogate
a diversity of educational environments serving the interests of
influential groups both within and beyond schools. The authors
investigate the power relations that underlie various contexts of
class privilege. They shed light into the ways in which the success
of a few relates to the failure of many.
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