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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.
Hardbound. This book brings together for the first time the most
current research about the academic effects and policy implications
of the school reform known as parental choice. The topic of choice
in education is discussed in terms of why, when, where and how, if
at all, it should be implemented. The contents are fourteen
original papers written by scholars from Israel, UK, the United
States and Canada and brings together the empirical studies of
school choice examined in an international context.
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.
Few school reform movements have aroused more public passion than
school choice. Should families have a voice in deciding which
schools their children attend? Is it true that increased
competition leads to better schools? How do the various school
choice proposals differ? Are school choice policies logistically
feasible and economically viable? In this book Peter Cookson, a
noted educational sociologist, discusses the practice and politics
of school choice objectively and comprehensively. Cookson
illuminates the philosophical and historical origins of the school
choice movement, examines a variety of school choice plans around
the nation, and analyzes the outcomes of school choice in terms of
student achievement, school improvement, and the rights of the
citizenry. Drawing on his own observations, interviews, and
analyses of school choice research, Cookson clarifies a number of
issues surrounding this hotly debated topic. He discusses, for
example: -programs in Minnesota, Cambridge and Fall River,
Massachusetts, and East Harlem and White Plains, New York, that
demonstrate how choice can solve fundamental educational problems;
-a voucher system in Milwaukee that allows children to enroll in
private as well as public schools; -whether establishing an
educational marketplace might result in fraudulent representation
and other business malpractices; -whether choice policies will
overcome or intensify social stratification and segregation.
Cookson argues that school choice can be a useful tactic of
educational reform, but that without good schools to choose among
and full access to information about the options, the ability to
choose is meaningless. He concludes by offering a proposal that
would make school choice an innovative mechanism in the creation of
a school system that is at once more egalitarian and superior.
Class Rules challenges the popular myth that high schools are the
"Great Equalizers". In his groundbreaking study, Cookson
demonstrates that adolescents undergo different class rites of
passage depending on the social-class composition of the high
school they attend. Drawing on stories of schools and individual
students, the author shows that where a student goes to high school
is a major influence on his or her social class trajectory. Class
Rules is a penetrating, original examination of the role education
plays in blocking upward mobility for many children. It offers a
compelling vision of an equitable system of schools based on the
full democratic rights of students. Book features: provides a
fresh, dynamic way of understanding educational inequality and
social reproduction, offers a breakthrough social/psychological
theory of how adolescents acquire class consciousness, compares the
cultures and curricula of five American high schools focusing on
the class composition of their students.
Class Rules challenges the popular myth that high schools are the
"Great Equalizers". In his groundbreaking study, Cookson
demonstrates that adolescents undergo different class rites of
passage depending on the social-class composition of the high
school they attend. Drawing on stories of schools and individual
students, the author shows that where a student goes to high school
is a major influence on his or her social class trajectory. Class
Rules is a penetrating, original examination of the role education
plays in blocking upward mobility for many children. It offers a
compelling vision of an equitable system of schools based on the
full democratic rights of students. Book features: provides a
fresh, dynamic way of understanding educational inequality and
social reproduction, offers a breakthrough social/psychological
theory of how adolescents acquire class consciousness, compares the
cultures and curricula of five American high schools focusing on
the class composition of their students.
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