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Teacher subjectivation in the quality dispositive: the example of VET in Austria British Journal of Sociology of Education (IF 1.782) Pub Date : 2021-04-13 Hannes Hautz, Michael Thoma
Abstract Current reforms in vocational education and training (VET) are characterised by a constant striving for quality assurance and improvement. To this end, a powerful reform network has emerged that shapes the subjectivation processes of teachers. Drawing on Foucault (1980), we term this complex formation a ‘dispositive’. The paper introduces dispositive analytics as an innovative approach for
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Trends in intergenerational educational mobility in Israel: 1983–2008 British Journal of Sociology of Education (IF 1.782) Pub Date : 2021-04-08 Limor Gabay-Egozi, Meir Yaish
Abstract Focusing on the intergenerational educational association alone obscures discussions of downward and upward mobility and immobility patterns, which entail different life experiences and their potential consequences. Utilizing data on Israelis aged 25–32 years old over three periods, the 1980s, 1990s, and 2000s, during which tertiary education expanded dramatically, we examine if and how relative
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‘They’d already made their minds up’: understanding the impact of stigma on parental engagement British Journal of Sociology of Education (IF 1.782) Pub Date : 2021-04-07 Suzanne Wilson, Kim McGuire
Abstract International scholars have argued that parental engagement in education is influenced by social class inequalities. Goffman’s definition of stigma has been applied to interpret working-class mothers’ experiences of stigma when attempting to engage in their children’s education. However, this paper also draws on recent extensions of ‘stigma’ – by considering how and by whom the concept is
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Doctoral theses British Journal of Sociology of Education (IF 1.782) Pub Date : 2021-04-07
(2021). Doctoral theses. British Journal of Sociology of Education. Ahead of Print.
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Ethno-nationalism in citizenship education in Israel: an analysis of the official civics textbook British Journal of Sociology of Education (IF 1.782) Pub Date : 2021-04-07 Halleli Pinson, Ayman K. Agbaria
Abstract Over the past few years, the civics curriculum for Israeli high-schools has become the centre of a heated political debate. Following this debate, in May 2016 a revised official textbook was introduced. This paper draws on an in-depth analysis of the revised official textbook, comparing it to the previous official textbook published in 2000. The analysis focuses on the discursive changes that
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Doctoral theses British Journal of Sociology of Education (IF 1.782) Pub Date : 2021-04-01
(2021). Doctoral theses. British Journal of Sociology of Education. Ahead of Print.
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Doctoral theses British Journal of Sociology of Education (IF 1.782) Pub Date : 2021-04-01
(2021). Doctoral theses. British Journal of Sociology of Education. Ahead of Print.
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Parental perceptions of university cost, fear of debt, and choice of high school in Japan British Journal of Sociology of Education (IF 1.782) Pub Date : 2021-03-22 Kazuhisa Furuta
Abstract A growing number of families around the world are relying on student loans to pay for university under recent cost-sharing policies. However, it remains unclear to what extent university costs and the likelihood of needing student loans affect decisions in the early stages of education. This article examines the influence of parents’ attitudes towards taking out student loans and anticipated
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Norbert elias and the sociology of education British Journal of Sociology of Education (IF 1.782) Pub Date : 2021-03-15 Richard Kilminster
(2021). Norbert elias and the sociology of education. British Journal of Sociology of Education. Ahead of Print.
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Intervention culture, grouping and triage: high-stakes tests and practices of division in English primary schools British Journal of Sociology of Education (IF 1.782) Pub Date : 2021-03-14 Alice Bradbury, Annette Braun, Laura Quick
Abstract This paper explores the practices of division in operation in primary schools in England in response to the pressures of high stakes tests at age 10/11, known as SATs. Using data from interviews with 20 primary headteachers and information from a survey of nearly 300 primary heads, we argue that the organisation of pupils in preparation for SATs involves 1) the use of grouping by ‘ability’
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Explaining gender segregation in higher education: longitudinal evidence on the French case British Journal of Sociology of Education (IF 1.782) Pub Date : 2021-03-11 Estelle Herbaut, Carlo Barone
Abstract This article examines how girls and boys choose their tertiary field of study and how the different factors driving their choices contribute to gender segregation in higher education (GSHE) in France. We present seven theoretical explanations for GSHE, review the relevant literature and discuss their applicability to the French context. Using rich longitudinal data combining administrative
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Becoming and belonging: modern passages and transitions from childhood to adulthood British Journal of Sociology of Education (IF 1.782) Pub Date : 2021-03-11 Thomas Johansson
(2021). Becoming and belonging: modern passages and transitions from childhood to adulthood. British Journal of Sociology of Education. Ahead of Print.
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Evoking hope in marginalised youth populations through non-formal education: critical pedagogy in sports-based interventions British Journal of Sociology of Education (IF 1.782) Pub Date : 2021-03-10 Haydn Morgan, Andrew Parker, Naomi Marturano
Abstract The utilisation of non-formal educational methods has long been advocated as a means of supporting marginalised young people. For many in this cohort, the adverse social circumstances that confront them can limit their sense of hope and leave them susceptible to educational under-achievement and/or engagement in anti-social behaviour. Research indicates that sport can act as an effective back-drop
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Augmenting excellence, promoting diversity? Preliminary design of a foundation year for the University of Cambridge British Journal of Sociology of Education (IF 1.782) Pub Date : 2021-03-08 Nigel Kettley, Colm Murphy
Abstract Undergraduate students at Cambridge come disproportionately from independent schools, high participation neighbourhoods and high socio-economic groups (SEGs). This article examines the process of designing a foundation year (FY) for Cambridge aimed at promoting SEG diversity. The transformative potential of Bourdieu’s concepts of habitus, capitals and field are explored to frame the curriculum
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Hannah Arendt on educational thinking and practice in dark times: Education for a world in crisis British Journal of Sociology of Education (IF 1.782) Pub Date : 2021-03-08 David Miriam
(2021). Hannah Arendt on educational thinking and practice in dark times: Education for a world in crisis. British Journal of Sociology of Education. Ahead of Print.
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School admission in Chile, new rules of the game, and the devaluation of Middle-class capitals British Journal of Sociology of Education (IF 1.782) Pub Date : 2021-03-07 Alejandro Carrasco, Macarena Hernández, Ngaire Honey, Juan de Dios Oyarzún
Abstract This paper illustrates the influence of a new national assignment system (NSAS) on Chilean middle-class advantage. This system was designed to increase educational equity by changing the previous school admission “rules” that were prejudicial against low-income students. We use Bourdieu’s conceptual tools, drawing on concepts of capitals and field, to analyse the influence of the new rules
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A future of endless possibilities? Institutional habitus and international students’ post-study aspirations and transitions British Journal of Sociology of Education (IF 1.782) Pub Date : 2021-03-06 Jihyun Lee
Abstract Research on international students’ post-study plans centres on factors influencing migration and career decisions. However, few studies have considered the impacts of individual institutions on students’ aspirations and their subsequent transitions after graduation. In this paper, I employ the notion of institutional habitus in order to explore the extent to which higher education institutions
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The student as an enterprising self: Neoliberalism, English and early study abroad British Journal of Sociology of Education (IF 1.782) Pub Date : 2021-03-05 Lee Jin Choi
Abstract In the process of neoliberal globalization, the number of pre-college-aged educational migrants from English-as-a-foreign-language (EFL) countries, often referred to as an early study abroad (ESA) student, has dramatically increased over recent decades in many English-speaking countries. Much of previous research on these educational migrants has primarily focused on parents’ perspectives
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The influence of teacher habitus on the university applications of moderately-attaining students British Journal of Sociology of Education (IF 1.782) Pub Date : 2021-03-03 Nuala Burgess
Abstract Much of the research examining students’ university choosing in England focuses on rates of access to ‘elite’ universities for high-attaining state-educated students. By contrast, the experiences of students applying to ‘new’ universities remain under-researched. This paper considers moderately attaining 16–18 years olds as a discrete group and highlights how a combination of England’s Higher
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Internships and the graduate labour market: how upper-middle-class students ‘get ahead’ British Journal of Sociology of Education (IF 1.782) Pub Date : 2021-03-03 Ewan Wright, Benjamin Mulvey
Abstract Internships have become an important means to enhance career prospects in an increasingly congested graduate labour market. This article used positional conflict theory to explore how university students from different social class backgrounds experience internships, and the implications for inequalities in post-graduation employment. One-hundred interviews were conducted with final-year undergraduates
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For whom is mathematical success compatible with ‘physical’ masculinity? Social class, ethnicity, and imagined futures British Journal of Sociology of Education (IF 1.782) Pub Date : 2021-03-01 David Pomeroy
Abstract There is a problematic but widespread perception that we do mathematics with our minds, and sport and Physical Education (PE) with our bodies. Strong identification with sport and PE could therefore pose a barrier to mathematics learning. I explore this troubling possibility using data from a mixed-methods study of 450 Year Nine students (age 13–14) in three New Zealand schools. The most socially
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‘Creating a modern nursing workforce’: nursing education reform in the neoliberal social imaginary British Journal of Sociology of Education (IF 1.782) Pub Date : 2021-02-14 Helene Snee, Peter White, Nigel Cox
Abstract This paper explores how nursing education both exemplifies the contradictions of neoliberalism alongside its seemingly all-encompassing influence. We conduct a feminist critical policy analysis to trace the histories of nursing as a feminised vocation located outside the academy, and how this is reflected in recent policy. We then critically explore widening participation and social mobility
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Class, capital, and school culture: Parental involvement in public schools with specialised music programmes British Journal of Sociology of Education (IF 1.782) Pub Date : 2021-02-14 Jonathan Lilliedahl
Abstract This study examines parental involvement in urban public schools, focusing on how parents in organised school-centred networks support, navigate, and negotiate from their different social positions. The multiple case study of specialised music programmes provides insights into parent strategies and behaviours in intermediate practices between school-based socialisation and extracurricular
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Between ethnonational and international curricula: competing identity discourses in the Armenian school in Jerusalem British Journal of Sociology of Education (IF 1.782) Pub Date : 2021-02-05 Lance Levenson, Julia Resnik
Abstract The use of international curricula by minority diaspora communities poses a paradox for the construction of student identities that juxtaposes ethnonational and global discourses. Positioned in the throes of the Israeli–Palestinian conflict, the Armenian School in Jerusalem utilizes a global curriculum while also attempting to sustain collective Armenian identity among its students, who study
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Between ethnonational and international curricula: competing identity discourses in the Armenian school in Jerusalem British Journal of Sociology of Education (IF 1.782) Pub Date : 2021-02-05 Lance Levenson, Julia Resnik
Abstract The use of international curricula by minority diaspora communities poses a paradox for the construction of student identities that juxtaposes ethnonational and global discourses. Positioned in the throes of the Israeli–Palestinian conflict, the Armenian School in Jerusalem utilizes a global curriculum while also attempting to sustain collective Armenian identity among its students, who study
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Bernstein and Vygotsky: how the outside comes in and the inside goes out British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-12-23 Harry Daniels, Hau Ming Tse
Abstract This paper seeks to further develop and refine a theory of the ways in which artefacts created by humans direct and deflect the attention of groups and individuals as they act in specific institutional settings. It draws on the writings of Basil Bernstein and Lev Vygotsky. These are two bodies of theory that have strengths which, to some extent, address the weaknesses of the other. It is argued
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Sociologising resilience through Bourdieu’s field analysis: misconceptualisation, conceptualisation, and reconceptualisation British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-11-30 Guanglun Michael Mu
Abstract This paper intends to develop a sociological thinking of child and youth resilience through recourse to Bourdieu. The paper starts by problematising the misconceptualisation that equates resilience with adaptation. It then marks a clear conceptual boundary between the two notions. This is followed by a review of conceptualisations of resilience across different historical times and theoretical
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Narratives of single, black mothers using cultural capital to access autism interventions in schools British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-12-24 Elizabeth Holliday Morgan, Aubyn C. Stahmer
Abstract Lack of access to autism treatment has deepened the disparities for Black children with ASD. Limited resources and lack of advocacy skills in Black families are reasons given for these service gaps but a need to identify mechanisms that support Black families access to treatment for their children have yet to be investigated. This paper explores the forms of cultural capital single Black mothers
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Everyday erosions: neoliberal political rationality, democratic decline and the Multi-Academy Trust British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-12-28 Christy Kulz
Abstract Since the late 1970s, Britain has moved from a Keynesian welfare state model toward a mode of governance where economic reasoning replaces politics. Education in England has not escaped this shift from government to governance described as neoliberalism. This shift toward a new governing rationality has taken shape within the English education system since the 1980s through new public management
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Multi-sited understandings: complicating the role of elite schools in transnational class formation British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-11-25 Karen Lillie
Abstract It has been argued that a transnational elite class is emerging, and that elite schools are ‘choreographing’ this process. This article nuances this developing theoretical framework with empirical data from an economically elite boarding school in Switzerland. It demonstrates that young men and women at this site linked to a global economy whilst refracting geopolitical tensions in their interactions
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Everyday consequences of selectiveness. Borderwork in the informal sphere of a lower secondary school in the metropolitan area of Helsinki, Finland British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-12-24 Marja Peltola
Abstract The concerns over school segregation have gained salience in Finland in the last two decades, paralleling the discussions elsewhere in Europe. This article examines from the pupil perspective, how school segregation and school selection are ‘lived’ in a lower secondary school in the metropolitan area of Helsinki. Using the concept of borderwork, I examine the hierarchies produced by the divide
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Reframing power relationships between undergraduates and academics in the current university climate British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-12-23 Eloise Symonds
Abstract The undergraduate-academic power dynamic is being reframed in the current university climate. This article questions the research on power relationships within higher education whereby the dynamic is acknowledged without proper consideration. As such, the formation of power relationships remains unexplored and misunderstood. This article advocates a different approach to understanding power
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Doctoral theses British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-11-29
(2021). Doctoral theses. British Journal of Sociology of Education: Vol. 42, No. 1, pp. 143-144.
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Doctoral theses British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-11-30
(2021). Doctoral theses. British Journal of Sociology of Education: Vol. 42, No. 1, pp. 144-145.
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Doctoral theses British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-12-01
(2021). Doctoral theses. British Journal of Sociology of Education: Vol. 42, No. 1, pp. 145-145.
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Doctoral theses British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-12-09
(2020). Doctoral theses. British Journal of Sociology of Education: Vol. 41, No. 8, pp. 1284-1284.
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Working with/in institutions: how policy enactment in widening participation is shaped through practitioners’ experience British Journal of Sociology of Education (IF 1.782) Pub Date : 2021-01-12 Jon Rainford
Abstract Widening participation in higher education is driven by policy that is then enacted by individual practitioners. Practitioners bring with them a wealth of personal and employment experiences which shape their interpretations and enactments. Drawing on 16 in-depth semi structured interviews with practitioners across seven universities in England, a classification is developed in order to conceptualise
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Conferred cosmopolitanism: class-making strategies of elite schools across the world British Journal of Sociology of Education (IF 1.782) Pub Date : 2021-01-04 Adam Howard, Claire Maxwell
Abstract Drawing on a multi-sited global ethnography of elite schools, this article explores how these institutions work to produce subjects that will thrive in a globalized world. We examine how despite a similar commitment to global citizenship education and a cosmopolitan orientation across all schools, the intersections between the transnational and national sphere continue to shape the specific
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A multi-dimensional perspective on young people’s decisions not to go to university British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-10-23 Ceryn Evans
Abstract Despite the overwhelming focus on young people who are at either end of the educational or social spectrum in policy and research, vast numbers of young people do not reside at these extremes. Consequently, there have been calls to focus more closely on young people who reside in the ‘middle.’ This paper considers the utility of the concept of a ‘middling’ category through examining four selected
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From assisted places to free schools: subsidizing private schools for the Northern English middle classes British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-10-16 Sol Gamsu
Abstract This paper examines how the English educational state has consistently acted to support private schooling in areas where fee-paying schools would be otherwise financially unviable. Educational data on private school participation since the 2008 financial crisis reveals the stark regional divides between London and the South-East of England and the rest of the country. This analysis of contemporary
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Announcement of doctoral theses British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-10-13 Pieter Vanden Broeck
(2020). Announcement of doctoral theses. British Journal of Sociology of Education: Vol. 41, No. 8, pp. 1291-1292.
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Doctoral theses British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-09-30
(2020). Doctoral theses. British Journal of Sociology of Education: Vol. 41, No. 8, pp. 1289-1290.
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Moving toward decoloniality in short-term study abroad under New Colombo: constructing global citizenship British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-09-23 Sam Schulz, Deborah Agnew
Abstract This paper focuses on an Australian university short-term study abroad programme in India part-funded by the Australian Government New Colombo Plan – an initiative that facilitates transformative people-to-people encounters. Our chief interest is extending our reach, through photo diaries and interviews, to understand how participants’ experiences are transformative, how their knowledge production
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The hateful other: neo-Nazis in school and teachers’ strategies for handling racism British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-09-20 Christer Mattsson, Thomas Johansson
Abstract Research has shown that a young person’s situation at school, and pupils’ relationships with their teachers, have a clear impact on the processes which lead to young people being radicalized. The present study is a retrospective study based on interviews with former neo-Nazis and their teachers at the time when they became involved in neo-Nazi organizations or milieus in Sweden. In order to
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“If she runs away, i’ll get to whip her”: anti-black humour and stereotyping in school British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-09-09 Nadena Doharty
Abstract This paper theorises empirical findings from a school in the north of England in order to contribute to theoretical understandings of racial microaggressions, particularly micro-assaults. In so doing, the paper argues that during the teaching of Black History, micro-assaults were articulated as racist humour and stereotyping, to increase tolerance for disparaging Black people and for justifying
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Social inequality in Catholic schools in Scotland in the second half of the twentieth century British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-09-03 Lindsay Paterson
Abstract Denominational secondary schools in Scotland have been an influential means by which Catholics have achieved full social citizenship. Most of the Catholic population of Scotland has its origins in late-nineteenth-century migration from Ireland into low-skilled occupations. Although the church built a system of Catholic primary schools, it could not afford to extend this for secondary education
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Classroom composition and language skills: the role of school class and friend characteristics British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-09-03 Jörg Dollmann, Frida Rudolphi
Abstract The present study addresses the question to what extent language skills among students are influenced by the composition of the overall classroom context and the composition of friendship networks within school classes. Furthermore, we ask whether the effects differ between stratified school systems, with a more homogenous student body in school classes, and comprehensive school systems, with
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What works? Academic integrity and the research-policy relationship British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-08-28 Sharon Gewirtz, Alan Cribb
Abstract In this paper, we consider the intensifying pressures on critical research and academic integrity in a research policy context that has come to be increasingly dominated by an instrumentalist mind-set. Using sensitising resources drawn from Geoff Whitty’s critique of the ‘what works’ agenda, we reflect on the current conditions of academic labour and some of the key issues and dilemmas they
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Cosmopolitan nationalism in the cases of South Korea, Israel and the U.S British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-08-28 Claire Maxwell, Miri Yemini, Laura Engel, Moosung Lee
Abstract In this essay we develop the concept of ‘cosmopolitan nationalism’, offering a working definition and suggesting ways sociologists of education might draw on it in their future work. We show how it is a useful analytical lens through which to examine contemporary policies and practices that navigate global processes (ranking systems, mobility of people, expectations for futures) but also take
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Sociology of education: a personal reflection on politics, power and pragmatism British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-08-28 Diane Reay
Abstract This paper attempts to work on a number of different levels. Firstly, it comprises my personal reflections on a career in sociology of education. These reflections are entwined with a history of the discipline that emphasises themes of power, politics and pragmatism. This subjective, and inevitably partial, account is combined with an examination of the structure and composition of the academic
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Anomalous beasts and the sociology of education British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-08-28 Sara Delamont
Abstract The author reflects on continuities and changes in the subdiscipline, using Mary Douglas and Basil Bernstein. In 2000 the millennial issue of Sociology, the generic journal of the British Sociological Association, included a paper about the sociology of education called ‘The anomalous beasts: Hooligans and the sociology of education’. It focused on hooligans as anomalous beasts in the sociology
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From science wars to transdisciplinarity: the inescapability of the neuroscience, biology and sociology of learning British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-08-28 Deborah Youdell, Martin Lindley, Kimron Shapiro, Yu Sun, Yue Leng
ABSTRACT In this paper we begin to explore how knowledges being generated in bioscience might be brought into productive articulation with the Sociology of Education, considering the potential for emerging transdisciplinary, ‘biosocial’ approaches to enable new ways of researching and understanding pressing educational issues. In this paper, as in our current research, we take learning as our focus
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Conceptualising the sociology of education: an analysis of contested intellectual trajectories British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-08-28 Sally Power, Gareth Rees
Abstract This paper presents an account of the development of the sociology of education in the UK, by means of an analysis of papers published in the field’s flagship journal, the British Journal of Sociology of Education and its US equivalent, Sociology of Education. In particular, we examine the representation of two contrasting traditions in addressing social inequalities: ‘political arithmetic’;
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The errors of redemptive sociology or giving up on hope and despair British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-08-28 Stephen J. Ball
Abstract This paper considers the sociology of education (SOE) as a modern human science. It suggests that the SOE is mired in a set of unreflexive, redemptive, Enlightment rationalities, and explores the messy relationships of the sociology with education that result from this. It is argues that the sociology of education has consistently failed to distance itself from the metaphysics, optimism and
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40th anniversary special issue: the current and future shape of the sociology of education British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-08-28 David James
(2020). 40th anniversary special issue: the current and future shape of the sociology of education. British Journal of Sociology of Education: Vol. 41, 40th anniversary special issue: The current and future shape of the sociology of education, pp. 757-767.
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Confronting White privilege: the importance of intersectionality in the sociology of education British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-08-28 Kalwant Bhopal
Abstract This article explores how White privilege and a hierarchy of oppression have resulted in competing identities in which gender has been given greater importance compared to race. I argue that the sociology of education needs to adopt an intersectional approach that travels in different directions if it is to remain valid. The article examines how gender, perpetuated by White privilege, continues
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‘The shape of things that are and were’ and ‘the shape of things to come’: some reflections on the sociology of education at the 40th anniversary of BJSE British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-08-28 Louise Archer
Abstract Reflecting through the prisms of past, present (“the shape of things that are and were”) and future (“the shape of things to come”), this paper discusses three challenges for sociology of education: the rise of populism and declining faith in ‘experts’; inequities within and re/produced by the sociology of education; and how to enact a sociology of education that can ‘make a difference’ to
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Students’ experiences of the Cambridge supervision system: performance, pedagogy and power British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-08-27 Anju Gaston, Robbie Duschinsky
Abstract Drawing on the dramaturgical theory of Erving Goffman, this paper explores undergraduate students’ differing experiences of the Cambridge supervision system. Semi-structured interviews with fifteen undergraduate students were analysed to examine the dramaturgical demands of the supervision and students’ perceived abilities to meet these. Findings that suggest that female students and those
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The social reproduction of science education outcomes for high school students in Israel British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-08-20 Aurel H. Diamond
Abstract This paper investigates patterns of social reproduction of science education outcomes for high school students in Israel, specifically by examining the relationship between one aspect of science capital – as measured by having a scientist in the family – and SES with three measures of science education success: interest in science; science self-efficacy; and aspirations to pursue science at
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The role of capital in the field of initial teacher education in England British Journal of Sociology of Education (IF 1.782) Pub Date : 2020-08-19 Sarah Worton
Abstract The recruitment crisis for teachers in England has led to policy reforms which have significantly deregulated the sector, introduced market mechanisms to mimic aspects of the private sector and set providers in competition with one another. Leaders in Initial Teacher Education (ITE), from both schools and universities in England, were interviewed to understand their experiences of working
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