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Nuanced interconnections of poverty and educational attainment
around the UK are surveyed in this unique analysis. Across the four
jurisdictions of England, Scotland, Wales and Northern Ireland,
experts consider the impact of curriculum reforms and devolved
policy making on the lives of children and young people in poverty.
They investigate differences in educational ideologies and
structures, and question whether they help or hinder schools
seeking to support disadvantaged and marginalised groups. For
academics and students engaged in education and social justice,
this is a vital exploration of poverty's profound effects on
inequalities in educational attainment and the opportunities to
improve school responses.
Nuanced interconnections of poverty and educational attainment
around the UK are surveyed in this unique analysis. Across the four
jurisdictions of England, Scotland, Wales and Northern Ireland,
experts consider the impact of curriculum reforms and devolved
policy making on the lives of children and young people in poverty.
They investigate differences in educational ideologies and
structures, and question whether they help or hinder schools
seeking to support disadvantaged and marginalised groups. For
academics and students engaged in education and social justice,
this is a vital exploration of poverty's profound effects on
inequalities in educational attainment and the opportunities to
improve school responses.
Levels of suffering among young people have always been much higher
than governments suggest. Indeed, policies aimed at young workers
have often been framed in ways that help secure conformity to a new
employment landscape in which traditional securities have been
progressively removed. Increasingly punitive welfare regimes have
resulted in new hardships, especially among young women and those
living in depressed labour markets. Framed by the ideas of Norbert
Elias, Young People in the Labour Market challenges the idea that
changing economic landscapes have given birth to a 'Precariat' and
argues that labour insecurity is more deep-rooted and complex than
others have suggested. Focusing on young people and the ways in
which their working lives have changed between the 1980s recession
and the Great Recession of 2008/2009 and its immediate aftermath,
the book begins by drawing attention to trends already emerging in
the preceding two decades. Drawing on data originally collected
during the 1980s recession and comparing it to contemporary data
drawn from the UK Household Longitudinal Study, the book explores
the ways in which young people have adjusted to the changes,
arguing that life satisfaction and optimism are linked to labour
market conditions. A timely volume, this book will be of interest
to undergraduate and postgraduate students, as well as postdoctoral
researchers who are interested in fields such as Sociology, Social
Policy, Management and Youth Studies.
Levels of suffering among young people have always been much higher
than governments suggest. Indeed, policies aimed at young workers
have often been framed in ways that help secure conformity to a new
employment landscape in which traditional securities have been
progressively removed. Increasingly punitive welfare regimes have
resulted in new hardships, especially among young women and those
living in depressed labour markets. Framed by the ideas of Norbert
Elias, Young People in the Labour Market challenges the idea that
changing economic landscapes have given birth to a 'Precariat' and
argues that labour insecurity is more deep-rooted and complex than
others have suggested. Focusing on young people and the ways in
which their working lives have changed between the 1980s recession
and the Great Recession of 2008/2009 and its immediate aftermath,
the book begins by drawing attention to trends already emerging in
the preceding two decades. Drawing on data originally collected
during the 1980s recession and comparing it to contemporary data
drawn from the UK Household Longitudinal Study, the book explores
the ways in which young people have adjusted to the changes,
arguing that life satisfaction and optimism are linked to labour
market conditions. A timely volume, this book will be of interest
to undergraduate and postgraduate students, as well as postdoctoral
researchers who are interested in fields such as Sociology, Social
Policy, Management and Youth Studies.
This book is a guide to research methods for practitioner research.
Written in friendly and accessible language, it includes numerous
practical examples based on the authors' own experiences in the
field, to support readers. The authors provide information and
guidance on developing research skills such as gathering and
analysing information and data, reporting findings and research
design. They offer critical perspectives to help users reflect on
research approaches and to scrutinise key issues in devising
research questions. This book is for undergraduate and postgraduate
students, teachers and practitioners in practitioner research
development and leadership programmes. The team of authors are all
within the School of Education at the University of Glasgow and
have significant experience of working with practitioner
researchers in education.
This book is a guide to research methods for practitioner research.
Written in friendly and accessible language, it includes numerous
practical examples based on the authors' own experiences in the
field, to support readers. The authors provide information and
guidance on developing research skills such as gathering and
analysing information and data, reporting findings and research
design. They offer critical perspectives to help users reflect on
research approaches and to scrutinise key issues in devising
research questions. This book is for undergraduate and postgraduate
students, teachers and practitioners in practitioner research
development and leadership programmes. The team of authors are all
within the School of Education at the University of Glasgow and
have significant experience of working with practitioner
researchers in education.
Society for Educational Studies Annual Book Prize winner: 2nd Prize
This ground-breaking volume draws upon a rich and variegated range
of methodologies to understand more fully the practices, policies
and resources available in and to religious education in British
schools. The descriptions, explanations and analyses undertaken
here draw on an innovative combination of policy work, ethnography,
Delphi methods, Actor Network Theory, questionnaires, textual
analysis as well as theological and philosophical insight. It
traces the evolution of religious education in a post-religious age
from the creation of policy to the everyday experiences of teachers
and students in the classroom. It begins by analysing the way in
which policy has evolved since the 1970s with an examination of the
social forces that have shaped curriculum development. It goes on
to explore the impact and intentions of a diverse group of
stakeholders with sometimes competing accounts of the purposes of
religious educations. It then examines the manner in which policy
is, or is not, enacted in the classroom. Finally, it explores
contradictions and confusions, successes and failures, and the ways
in which wider public debates enter the classroom. The book also
exposes the challenge religious education teachers have in using
the language of religion.
Society for Educational Studies Annual Book Prize winner: 2nd Prize
This ground-breaking volume draws upon a rich and variegated range
of methodologies to understand more fully the practices, policies
and resources available in and to religious education in British
schools. The descriptions, explanations and analyses undertaken
here draw on an innovative combination of policy work, ethnography,
Delphi methods, Actor Network Theory, questionnaires, textual
analysis as well as theological and philosophical insight. It
traces the evolution of religious education in a post-religious age
from the creation of policy to the everyday experiences of teachers
and students in the classroom. It begins by analysing the way in
which policy has evolved since the 1970s with an examination of the
social forces that have shaped curriculum development. It goes on
to explore the impact and intentions of a diverse group of
stakeholders with sometimes competing accounts of the purposes of
religious educations. It then examines the manner in which policy
is, or is not, enacted in the classroom. Finally, it explores
contradictions and confusions, successes and failures, and the ways
in which wider public debates enter the classroom. The book also
exposes the challenge religious education teachers have in using
the language of religion.
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