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This book examines the complex relationship between working-class masculinities and educational success. Drawing on a small sample of young men attending either a selective grammar or a secondary school in the same urban area of Belfast, the author demonstrates that contrary to popular belief, some working-class boys are engaged with education, are motivated to succeed and have high aspirations. However, the structures of schooling in a society where working class-ness is seen as feckless, tasteless and cultureless make the processes of becoming successful more challenging than they need to be. This volume reveals the unique processes of reconciling success and identities for individual working-class boys, and the important role schools have to play in this negotiation. Highly relevant to those engaged in teacher training in socially unequal societies, this book will also appeal to practitioners, sociologists of education, scholars of social justice and Bourdieusian theorists.

Education. --- Educational sociology. --- Teaching. --- Gender identity in education. --- Education and sociology. --- Sociology, Educational. --- Gender and Education. --- Teaching and Teacher Education. --- Sociology of Education. --- Schools and Schooling. --- Teenage boys --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education --- Aims and objectives --- Adolescent boys --- Male adolescents --- Boys --- Teenagers --- Schools. --- Public institutions --- Public schools --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training

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This book examines the complex relationship between working-class masculinities and educational success. Drawing on a small sample of young men attending either a selective grammar or a secondary school in the same urban area of Belfast, the author demonstrates that contrary to popular belief, some working-class boys are engaged with education, are motivated to succeed and have high aspirations. However, the structures of schooling in a society where working class-ness is seen as feckless, tasteless and cultureless make the processes of becoming successful more challenging than they need to be. This volume reveals the unique processes of reconciling success and identities for individual working-class boys, and the important role schools have to play in this negotiation. Highly relevant to those engaged in teacher training in socially unequal societies, this book will also appeal to practitioners, sociologists of education, scholars of social justice and Bourdieusian theorists.

Sociology of the family. Sociology of sexuality --- Sociology of education --- Teacher education. Teacher's profession --- Educational sciences --- arbeidersklasse --- onderwijs --- onderwijssociologie --- gender --- scholen --- lerarenopleiding --- lesgeven

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Educational Choices, Transitions and Aspirations in Europe analyses educational choices and transitions in eight different European countries/regions and provides an engaging means of considering issues of inequality through international comparisons. The book is underpinned by explorations of theoretical perspectives and methodological approaches, which share the common goal of highlighting and challenging educational inequalities in relation to political imaginings and discursive constructions of notions of aspirations and choice.Beginning with an overview of the theoretical landscape, the book posits ways of understanding transitional experiences through both a social and a political lens. Comprising of chapters that explore these issues within the context of specific countries and at different stages of young people’s transitions, the collection examines the features of different European education systems and how they frame transitions and choices, before providing an overall analysis of systemic, institutional and subjective constraints on these processes. The book uniquely opens and develops an intellectual conversation about different education systems with similar educational challenges and outcomes. Assimilating key issues and solutions, this volume also makes general recommendations for policy and practice that would help to promote greater equity and social justice.The book covers a range of transition points and countries, which should make it essential reading for academics, researchers and postgraduate students with an interest in international perspectives on education. It will be particularly useful for those working in education, sociology, social policy, geography, and politics.

Educational mobility --- Education --- Social classes --- Social mobility --- Student aspirations --- Working class --- Social aspects --- Comparative; EU; Education; Europe; European; School; Union; Choice; Transition; Inequality; Aspiration; International; Justice; Social; Political

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Sociology --- Philosophy --- Bourdieu, Pierre, --- Philosophy. --- Sociology - Great Britain --- Sociology - Philosophy --- Bourdieu, Pierre, - 1930-2002

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This book explores higher education, social class and social mobility from the point of view of those most intimately involved: the undergraduate students. It is based on a project which followed a cohort of young undergraduate students at Bristol's two universities in the UK through from their first year of study for the following three years, when most of them were about to enter the labour market or further study. The students were paired by university, by subject of study and by class background, so that the fortunes of middle-class and working-class students could be compared. Narrative data gathered over three years are located in the context of a hierarchical and stratified higher education system, in order to consider the potential of higher education as a vehicle of social mobility. Jessie Abrahams is a PhD student in the School of Social Sciences at Cardiff University, UK. Ann-Marie Bathmaker is Professor of Vocational and Higher Education at the University of Birmingham, UK. Harriet Bradley is Professor of Women’s Employment at the University of the West of England, UK and Professor Emerita at Bristol University, UK. Tony Hoare was Director of Research in Widening Participation, University of Bristol, UK, from 2006 till 2015. Nicola Ingram is Lecturer in Education and Social Justice at Lancaster University, UK. Dr Richard Waller is Associate Professor of the Sociology of Education at the University of the West of England, UK. .

Education, Higher --- Social mobility --- Social classes --- Social aspects --- Class distinction --- Classes, Social --- Rank --- Mobility, Social --- College students --- Higher education --- Education --- Sociology --- Postsecondary education --- Universities and colleges --- Caste --- Estates (Social orders) --- Social status --- Class consciousness --- Classism --- Social stratification --- Education, Higher. --- Higher Education. --- Higher education. --- England. --- England --- Bristol --- Angleterre --- Anglii͡ --- Anglija --- Engeland --- Inghilterra --- Inglaterra