Education and working-class youth : Reshaping the politics of inclusion
- Authors: Simmons, Robin , Smyth, John
- Date: 2018
- Type: Text , Book
- Full Text: false
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- Description: This book provides an inclusive and incisive analysis of the experiences of working-class young people in education. While there is an established literature on education and the working class stretching back decades, comparatively there has been something of a neglect of class-based inequality – with questions of gender, ‘race’ and other forms of identity attracting significant attention. However, events including Britain's 2016 decision to leave the European Union, have thrown social class into sharp focus, both in the UK and elsewhere. Featuring leading thinkers in the sociology of education, this book examines the different ways in which young people relate to various parts of the education system, including different forms of schooling, post-compulsory and university education. They maintain that the issue of social class goes beyond the walls of specific institutions to affect young people in a variety of ways: not only in the UK, but across the globe. This book will be of great value and interest to students and scholars of the sociology of education, working-class youth, and equality of opportunity.
The socially just school and critical pedagogies in communities put at a disadvantage
- Authors: Smyth, John
- Date: 2012
- Type: Text , Journal article
- Relation: Critical Studies in Education Vol. 53, no. 1 (2012), p. 9-18
- Relation: http://purl.org/au-research/grants/arc/LP100100045
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- Reviewed:
- Description: Public schools around the world have been hijacked and deformed beyond recognition by the forces of the economy over the past three decades. This paper provides an analysis and a way out of this miasma around the notion of the socially just school. While not another prescription, this orientation is argued to be the most hopeful possibility for those parts of the community that have lost the most through the spot-welding of schools onto the economy. © 2012 Copyright Taylor and Francis Group, LLC.
Critical teaching as the counter-hegemony to neoliberalism
- Authors: Smyth, John
- Date: 2010
- Type: Text , Book chapter
- Relation: Revolutionizing pedagogy : Education for social justice within and beyond global neo-liberalism Chapter 8 p. 187-209
- Full Text: false
Australia's great disengagement with public education and social justice in educational leadership
- Authors: Smyth, John
- Date: 2008
- Type: Text , Journal article
- Relation: Journal of Educational Administration & History Vol. 40, no. 3 (12 2008), p. 221-233
- Relation: http://purl.org/au-research/grants/arc/LP0990206
- Relation: http://purl.org/au-research/grants/arc/DP0665569
- Full Text: false
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- Description: Australia has been one of the countries to most enthusiastically embrace the neo-liberal conditions conducive to the dismantling of equitably provided public schooling. The article argues that part of the explanation for the absence of any effective challenge to this trajectory lies in the contradictory nature of the Australian identity. The ensemble of policies that have been officially promoted to produce this situation, include: an official process of disparaging public education, while eulogising the alleged virtues of private education; promoting school choice as the mechanism for upholding standards and accountability; encouraging structures and school cultures that bolster marketised views; deliberately cultivating inequities in resources and funding that exacerbate exit of a fearful middle class; and generally producing a compliant view of educational leadership that is deferent to management views. The effect has been a major shift of social justice off the wider Australian educational and political agenda. [ABSTRACT FROM AUTHOR] Copyright of Journal of Educational Administration & History is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Description: 2003006317