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Sarah Swann provides a fresh approach to examining the
long-standing debates over disaffection, and in particular social
class differences in educational achievement, through a mixed
methods methodology and the showcasing of new research. By
observing pupils as they engage with peers and teachers in school,
Swann allows disaffection to be seen and heard in 'real' events
which constructs disaffection differently from objective
statistical evidence on school exclusions. Rather than a homogenous
identity, this book illustrates disaffection as layered and resting
on a series of issues located on the crossroads between the
cultural context of the neighbourhood and the public sphere of the
school. It plots in a detailed way how these structures interact
and mesh to create disaffected identities. Disaffection does not
emerge in a vacuum, or without a cause. Pupils arrive at school
with a wide variety of experiences and it is from these that they
interpret, understand and act out their identities. Whilst the
study in part seeks to describe and understand the social world of
the school in terms of the pupils' interpretations of the
situation, it analytically frames the perceptions of pupils within
a wider social context. In particular it focuses on the
relationships between schooling and the wider macro structures and
social relations that underpin disaffection. This approach makes
the research both critical and interpretative and also able to shed
new light on educational policy across England based on an
understanding of the role of disaffection.
Ethnicity and Education in England and Europe examines where, when
and how minority ethnic groups miss out on educational
opportunities. Through a combination of comparative, quantitative
and qualitative methodologies and the showcasing of new research,
it provides a fresh approach to examining the long-standing debates
over ethnicity, and in particular ethnic differences in educational
achievement. Drawing on extensive empirical research in England, as
well as information gathered as part of a major international
programme of research under the auspices of the European Union
(EDUMIGROM), this book both synthesises the findings of the English
team and puts these findings in context through comparison with the
analytical material generated in a range of other European
countries. With a key focus on the educational experiences and
outcomes of the Roma in Central and Eastern Europe, as compared
with the experiences of minority ethnic groups in Western Europe,
this volume provides a contemporary assessment of ethnic relations
across a selected range of European countries. Presenting
comparative, cross-national analyses of ethnic inequalities and
policy interventions, Ethnicity and Education in England and Europe
makes a significant contribution to debates in the fields of
migration, ethnicity and education, and will be of interest to both
scholars and policy makers concerned with questions of race and
educational outcome.
Sarah Swann provides a fresh approach to examining the
long-standing debates over disaffection, and in particular social
class differences in educational achievement, through a mixed
methods methodology and the showcasing of new research. By
observing pupils as they engage with peers and teachers in school,
Swann allows disaffection to be seen and heard in 'real' events
which constructs disaffection differently from objective
statistical evidence on school exclusions. Rather than a homogenous
identity, this book illustrates disaffection as layered and resting
on a series of issues located on the crossroads between the
cultural context of the neighbourhood and the public sphere of the
school. It plots in a detailed way how these structures interact
and mesh to create disaffected identities. Disaffection does not
emerge in a vacuum, or without a cause. Pupils arrive at school
with a wide variety of experiences and it is from these that they
interpret, understand and act out their identities. Whilst the
study in part seeks to describe and understand the social world of
the school in terms of the pupils' interpretations of the
situation, it analytically frames the perceptions of pupils within
a wider social context. In particular it focuses on the
relationships between schooling and the wider macro structures and
social relations that underpin disaffection. This approach makes
the research both critical and interpretative and also able to shed
new light on educational policy across England based on an
understanding of the role of disaffection.
Ethnicity and Education in England and Europe examines where, when
and how minority ethnic groups miss out on educational
opportunities. Through a combination of comparative, quantitative
and qualitative methodologies and the showcasing of new research,
it provides a fresh approach to examining the long-standing debates
over ethnicity, and in particular ethnic differences in educational
achievement. Drawing on extensive empirical research in England, as
well as information gathered as part of a major international
programme of research under the auspices of the European Union
(EDUMIGROM), this book both synthesises the findings of the English
team and puts these findings in context through comparison with the
analytical material generated in a range of other European
countries. With a key focus on the educational experiences and
outcomes of the Roma in Central and Eastern Europe, as compared
with the experiences of minority ethnic groups in Western Europe,
this volume provides a contemporary assessment of ethnic relations
across a selected range of European countries. Presenting
comparative, cross-national analyses of ethnic inequalities and
policy interventions, Ethnicity and Education in England and Europe
makes a significant contribution to debates in the fields of
migration, ethnicity and education, and will be of interest to both
scholars and policy makers concerned with questions of race and
educational outcome.
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