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The role of schools in developing a sense of common British identity has taken centre stage in the face of 'racialised' accounts of violence during the twenty first century. In this paper, we argue that certain British education policy documents can be understood as hegemonic interventions seeking to resolve ambiguities surrounding constructions of British identity. We do so by examining the Department for Education (DfE) 'Fundamental British Values' (FBV) guidance within the context of its relationship to the Prevent Duty anti-terrorism programme as well as the 'Political impartiality in schools' guidance released by the DfE in 2022. Utilising Critical Discourse Analysis (CDA) and applying Laclau and Mouffe (2014/1985) conception of hegemony with Hall's (2021/2000) claim that 'Britishness' is an empty signifier, this paper argues that the ambiguities of 'Britishness' present a number of opportunities for power to be exercised and consolidated. Finally, we explore the possible implications for demands to 'decolonise the curriculum' within schools' existing duties and propose possible structural limits placed upon these demands by said duties. [ABSTRACT FROM AUTHOR]

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 for the promotion of non-formal educational programmes especially in relation to marginalised youth. However, there is contention over the role that such programmes play in providing a foundation for enhanced aspirational goals and social integration. Drawing upon research conducted on one UK-based sporting intervention, this paper explores how project engagement enabled participants to enhance their sense of hope, especially around education, training and employment. In so doing the paper demonstrates how the pedagogical approach adopted by project staff, drew parallels with critical education, and nurtured an increased sense of hope amongst participants. [ABSTRACT FROM AUTHOR]

This paper examines the effect of school social class composition on pupil learner identities in British primary schools. In the current British education system, high-stakes testing has a pervasive effect on the pedagogical relationship between teachers and pupils. The data in this paper, from ethnographic research in a working-class school and a middle-class school, indicate that the effect of the 'testing culture' is much greater in the working-class school. Using Bernsteinian theory and the concept of the 'ideal pupil', it is shown that these pupils' learner identities are more passive and dominated by issues of discipline and behaviour rather than academic performance, in contrast to those in the middle-class school. While this study includes only two schools, it indicates a potentially significant issue for neo-liberal education policy where education is marketised and characterised by high-stakes testing, and schools are polarised in terms of social class. [ABSTRACT FROM AUTHOR]

The present paper explores the fascist vision for education in 1930s Britain through the presentation of extracts from official publications of the British Union of Fascists (BUF), as well as from the writings of Party members. The paper presents a socio-historical study of British adherents to fascism and provides an account of their thinking in relation to education and schooling, exposing a milieu of ideologues, Party functionaries and serving teachers who were animated by their political commitment. Following a brief outline of the early years of British fascism, there is an account of some key members and their educational ideas, followed by a discussion of the BUF's educational policies and of its approach to internal education and training. The orientation of the BUF and its membership to education, and the Party's formulated policies in this field present a modernist vision that was calculated to have particular appeal to educational professionals. There is a consideration, through memoirs, of the experiences of two BUF members who were teachers. The paper reveals a relatively hidden episode in the social history of British educational politics; one that contained paradoxes of intent and outcome, and of means and ends, when ostensibly progressive and socially elevating concepts were employed in ways that had an ultimately destructive impact on individuals, both personally and professionally, as well as on whole societies. [ABSTRACT FROM AUTHOR]

This paper examines the changing nature of professional practice in English further education. At a time when neo–liberal reform has significantly impacted on this under–researched and over–market–tested sector, little is known about who its practitioners are and how they construct meaning in their work. Sociological interest in the field has tended to focus on further education practitioners as either the subjects of market and managerial reform or as creative agents operating within the contradictions of audit and inspection cultures. In challenging such dualism, which is reflective of wider sociological thinking, the paper examines the ways in which agency and structure combine to produce a more transformative conception of the further education professional. The approach contrasts with a prevailing policy discourse that seeks to re–professionalise and modernise further education practice without interrogating either the terms of its professionalism or the neo–liberal practices in which it resides. [ABSTRACT FROM AUTHOR]

Despite UK government initiatives aimed to address social exclusion, local experience of those who have the poorest access to economic and social resources is that they continue to be marginalised from education and other mainstream institutions, and excluded from a voice in designing remedial initiatives. This paper draws on the experiences of particularly women and children in a study undertaken with non-English-speaking and other culturally excluded groups in two inner-city areas. It aims to explore both common and discrete experiences of social exclusion in relation to mainstream institutions; and to locate these within a frame of some current social and education policy interventions. The paper contributes to a growing literature that seeks to examine the local effects of new policy initiatives. [ABSTRACT FROM AUTHOR]

In this paper, I draw on a study of school leaders’ experiences of inspection to argue that repeated changes to school inspection policy in England constitute a post-panoptic regime. Thinking with and against Foucault, I elaborate post-panopticism, here characterised by: subjects’ visibility; ‘fuzzy’ norms; the exposure of subjects’ failure to comply; the disruption of identity-constituting fabrications; its dependence on external ‘experts’; and its neo-conservative devalorisation of the interests of the socio-economically disadvantaged. The paper argues that post-panopticism depends on subjects having become disciplined through panopticism, whose apparatus it employs, and reveals the state’s explicit exercise of power. [ABSTRACT FROM PUBLISHER]

In this paper it will be argued that we are entering a 'third wave' in the socio-historical development of British education and that similar trends are also evident in the USA, Australia and, New Zealand. The 'first wave' can be characterised by the rise of mass schooling for the working classes in the late nineteenth century. The 'second wave' involved a shift from the provision of education based upon what Dewey called the "feudal dogma of social predestination" to one organised on the basis of individual merit and achievement. What is distinct about the 'third wave' is the move towards a system whereby the education a child receives must conform to the wealth and wishes of parents rather than the abilities and efforts of pupils. In other words, we have witnessed a shift away from the 'ideology of meritocracy' to what I will call the 'ideology of parentocracy'. This paper will consider the evidence to support this conclusion and examine its sociological significance. [ABSTRACT FROM AUTHOR]

This paper provides a critical exposition and analysis of the work of an acclaimed Italian educator, Lorenzo Milani, and ideas that emerged from his experiences in two Tuscan localities. His work is well known in Italy and many parts of southern Europe. Despite the translations of his works into English and Spanish, in the early 1970s, and their use in sociology of education classes in the United Kingdom, he seems to have had a very limited impact on the Anglo-North American-dominated critical education field. The paper revisits his ideas, in this 90th anniversary year, indicating their contemporary relevance and the signposts they provide for a critically and sociologically engaged pedagogy. [ABSTRACT FROM PUBLISHER]

This paper discusses findings from a small-scale empirical exploration of the views, experiences and educational practices of middle-class minority ethnic families in the United Kingdom. It draws on semi-structured interviews conducted with 36 parents, pupils and 'young professionals'. Analyses consider to what extent generic class resources, as identified by the US work of Lareau, are evident within the educational practices of British middle-class, minority ethnic families. It is argued that generic class resources and practices were evident to the extent that parents expressed a desire for personalised education, felt comfortable voicing their opinions and concerns to schools, and were willing to climb the ladder of authority to get their voices heard. However, it is also argued that 'race' plays a significant and complicating role that calls for a qualification (but not a negation) of Lareau's theorisation. [ABSTRACT FROM AUTHOR]

In British Journal of Sociology of Education Volume 29 number 3, 2008, Connolly presented what he termed a 'critical review' of some of our previous work on the relative attainment of male and female students in UK schools. He proposed three general areas for criticism - our use of attainment gaps, our consideration of outcomes other than at specific thresholds, and our querying of the idea of student 'underachievement'. These problems, he claimed, have 'given rise to a number of misleading conclusions that have questionable implications for practice'. However, those of his 'criticisms' with any merit are actually the same as our own conclusions, transmuted by Connolly from our papers that he cites, while his remaining 'criticisms' are based on faulty elementary logic. In case readers have not read our work and were somehow misled by Connolly, we give here a brief reply to each criticism in turn. This matters, because a greater understanding of patterns of attainment and of the nature of underachievement is a precursor to the design of successful initiatives to overcome inequalities in educational opportunity and reward. This is both a practical and an ethical issue. [ABSTRACT FROM AUTHOR]

The student population across world is increasingly reflective of diverse cultures, religions and ethnicities. This rich diversity may become a challenge for educational leaders, teachers, and policy-makers in the absence of an understanding of diverse sources of knowledge people draw on for directing their beliefs and daily practices. This paper explores the multi-ethnic context in Britain with a focus on Muslim students in English secondary schools, and argues for drawing on diverse ethnic knowledge sources to inform and enrich approaches towards managing diversity. It discusses the concept of Adab derived from Muslim ethics and philosophy, and debates possible contributions of such conceptual adaptations towards improving educational engagement and performance. [ABSTRACT FROM AUTHOR]

This paper argues that the recent debate about plagiarism has taken on aspects of a moral panic, which reflects underlying anxieties about the state of higher education in the United Kingdom. In contrast to the moral absolutism of some commentators, we argue for the significance of posing the phenomenological question of ‘what is plagiarism in its appearing?’ We present a detailed idiographic analysis of two cases taken from a wider study of staff perceptions of plagiarism looking at the multiple meanings of plagiarism in the life‐world of individual staff. Our approach does not entail judgemental relativism; rather, it involves a proper recognition of the limitations of rule‐bound approaches to complex ethical matters. We argue for a virtues‐based approach to plagiarism, which recognises complexity, and for a more measured and collegial debate. [ABSTRACT FROM AUTHOR]

Contract researchers constitute an expanding occupational group in UK higher education and contribute significantly to national research output Despite recent concern and debates over their marginal status and inferior conditions of employment, little is known about the actual complexities of contract researchers' working lives. Drawing upon qualitative interviews, an attempt is made to remedy this lacuna, by portraying certain kinds of occupational knowledge and practices utilised by social science contract researchers. The paper focuses on the understandings and strategies which are developed and refined as researchers attempt to sustain employment in a highly insecure realm. What is portrayed is not the technical expertise required for this kind of research, but rather the knowledge, acumen and action which are more informal, tacit and indeterminate. This paper examines the cognitive and interactional processes which need to be developed and combined with technical expertise, if employment is to be maintained in such a competitive and insecure field. [ABSTRACT FROM AUTHOR]

This paper explores some of the relationships between the understanding of gender equity and gender issues in education held by academic staff in an institute of higher education, and their views on the importance of incorporating gender into the curriculum. The paper discusses findings pertaining to how academics approach gender issues in their teaching in their relationships with students and with other members of staff In so doing the question is raised--what messages are trainee teachers receiving about gender issues? The findings also discuss some of the pedagogical implications arising from the absence of theoretical perspectives or orientations in relation to gender in preservice teacher education. [ABSTRACT FROM AUTHOR]

The paper explores the emerging consensus around post-compulsory education and training. It argues the notion of settlement needs to be developed to incorporate concepts of race and gender. It suggests a settlement is developing amongst the major political parties and other constituents who have a stake in post-compulsory education and training. These constituents share a common analysis of the problem facing education and training. Whilst these different groups have varying strategies to address the problem these are held under the sway of a capitalist logic. Post-Fordist arguments celebrate the progressive possibilities that inhere in a high skill, high trust economy; however, such optimism is easily co-opted and colonised by capitalist interests. [ABSTRACT FROM AUTHOR]

This paper explores the process of transnational institutional matching between elite institutions in Singapore and Great Britain, and the role of state-sponsored scholarships in enabling this process as political and administrative elites are selected and groomed. Using data gathered from in-depth interviews conducted with Singaporean undergraduates studying at Oxbridge and a dataset of the institutional origins of 580 Singaporean government scholars, the analysis illustrates how students are being matched from two Singaporean junior colleges to Oxbridge and back to the higher strata of the Singaporean Public Service. We show that the educational trajectories of these government scholars need to be addressed in relation to the informational capital acquired in specific elite schools as well as the governing roles these individuals are meant to obtain within the state upon graduation. [ABSTRACT FROM PUBLISHER]

The notion of ‘competitive excellence’ is an enduring cornerstone of UK educational policy. Most recently, expanding and adapting New Labour’s Academy project with the introduction of free schools, the Coalition’s approach advances and embeds competitive market-based forms of community engagement in education. Responding to this policy paradigm, this paper draws upon history in order to open up the notion of excellence. Through examining alternative practices of achievement and success in histories of community education, I aim to disturb the unquestioned attachment of educational excellence to the ideals of competitive meritocracy. Comparing across two community educational movements – Socialist Sunday Schools (established 1892) and Black Saturday Schools (established 1968) – I explore how achievement and excellence have been mobilised to very different educational aims. In distinct times and circumstances, both of these community initiatives practiced versions of educational achievement that challenged dominant knowledge hierarchies and underlying assumptions of incapability. [ABSTRACT FROM PUBLISHER]

This paper explores Indian women's views on arranged marriages in the United Kingdom. It is based on research carried out with 32 Indian women studying at a university in the South East of England, UK. The article draws on Wenger's social theory of learning to explore how Indian women's participation in communities of practice in higher education contributes to their participation in arranged marriages. The concept of 'social capital' is used to discuss how women are able to negotiate their participation in arranged marriages, It is used to examine the knowledge and identity resources that women develop through their participation in higher education, which provides them with the means from which to develop the necessary 'bridging ties' leading to their active participation in the wider South Asian community. [ABSTRACT FROM AUTHOR]

The present paper examines efforts by government and government agencies in England to prescribe and control the knowledge base of a teaching profession that has, under successive New Labour administrations since 1997, been subjected to 'modernisation'. A theoretical framework drawn from aspects of the work of Basil Bernstein, and of Rob Moore and Lynn Jones, is drawn upon to examine in some detail one key aspect of this ongoing process of governmental appropriation of professionalism: the specification by the Training and Development Agency for Schools of new 'standards' for both initial teacher training and teachers' subsequent career progression. It is argued that although this enterprise represents itself as a species of purely common-sense reform, it is in fact a mode of competency training that is rooted in selective appropriation of elements of post-fordist management theory and a loose form of behaviourist psychology. The capacity of this training discourse to suppress awareness of its own presuppositions and of alternative or competing conceptions of professions and professionalism is explored. [ABSTRACT FROM AUTHOR]

After the Second World War, education in advanced capitalist societies has been perceived as the main 'saviour' of the meritocratic ideal. In this paper I will investigate some of the implications of the lasting emphasis that has been placed upon education in Britain, in the pursuit of a more just and equal society. Initially, I will present two main strands of thought vis-a-vis meritocracy. I will then show how these different approaches have shaped the pertinent debate. The main line of reasoning will be that the 'meritocracy through education' discourse can potentially conceal inequalities and injustices in contemporary market-driven British society. This contention will be supported by evidence from social mobility research, which clearly indicates that the expansion of educational provision and the increase in educational qualifications of the past 60 years has done little to eliminate social class differences and associated privileges. [ABSTRACT FROM AUTHOR]

In this paper I begin by outlining the key characteristics of a view of learning that has been pre‐eminent in the past 30 years in the United Kingdom. The focus of this discourse has been less upon understanding the processes and practices of learning as a complex process and more upon improving the efficiency and effectiveness of the curriculum and of teaching to meet taken‐for‐granted needs. Making use of two case studies, I exemplify a connective approach, as a transaction with the environment, which acknowledges both the contextual and incremental character of knowledge‐making, and the interplay between different cultural factors and influences, including discourse and identity, that play‐upon learning. This recognises the importance of all the different learning opportunities available to young people while lending support to claims for approaches to both the design of the curriculum and teaching that allow young people to learn in formal and informal contexts. [ABSTRACT FROM AUTHOR]

There is a widely recognised national trend for girls to outperform boys at all levels of compulsory schooling. With few exceptions, however, most recent research has reported that, in relation to academic performance at university, men are proportionately over‐represented at the First Class level. A number of general hypotheses have been put forward to explain this phenomenon, including those that assume gender‐linked differences in cognitive and/or personality traits. A smaller proportion of research has given explanatory primacy to the broad subject area studied. More specifically, it has been alleged that the over‐representation of men within the First bracket is largely a function of a ‘compositional effect’ whereby men achieve proportionately more Firsts as there are more of them within the First‐rich Sciences. Based upon analysis of 1,707,408 students graduating between 1995 and 2002, this paper seeks to provide the most comprehensive exploration, to date, of this effect. It confirms that a substantial proportion of the ‘gender gap’ can be explained with reference to the male propensity to take degrees in first‐rich disciplines. [ABSTRACT FROM AUTHOR]

This paper examines recent empirical work on the lived experience of learners in post‐compulsory education. The starting point is a brief examination of the socio‐economic context of the sector. Despite the sophistication of analyses of learning cultures, a more radical approach is needed. Failure to do so renders these analyses amenable to appropriation by ‘new labour’ modernisers. [ABSTRACT FROM AUTHOR]

The Department for Education and Skills currently shows a high regard for the potential of technology transforming the British education system. Government White papers demonstrate e‐learning‐based unification strategies that reinforce the message that introducing Information and Communication Technology (ICT) will raise standards in schools. This paper examines the effect of these developments on teachers and pupils, and questions the government’s motivation for change. The introduction of ICT has not been complemented by increased levels of effective professional development for teaching staff in the pedagogy of ICT across the curriculum and may have merely served to reinforce the generational digital divide. In attempting to enchant the pupils, the government may have alienated the teachers. This paper suggests that the Department for Education and Skills should place more emphasis on developing strategies and providing funding for solutions to gaps in the professional development of teachers in their pedagogical understanding of ICT across the curriculum. [ABSTRACT FROM AUTHOR]

Whilst there has been increasing focus on the impact of neoliberal education policy on the curriculum covered in schools, as well as on teacher and student subjectivities, less research has been done on the possibility, or otherwise, for teachers to challenge curriculum constraints. Arguing that these curriculum constraints are not simply imposed by an external censor, this article takes up Judith Butler’s concept of the ‘domain of the sayable’ to theorise what it is possible to imagine teaching in the primary school classroom in the first place. I draw on two different ethnographic data episodes to explore the parameters of the domain of the sayable in the space of the classroom in which I taught, mapping the silences and sudden swerving away from topics that seem to be straying close to what is impossible to say or hear. This process offers new insight into how we might conceptualise teacher resistance and counter politics within the current educational policy milieu in the United Kingdom. [ABSTRACT FROM PUBLISHER]

In this paper we look at the relationship between political, cultural and economic change, the 'position' of parental choice in the various policy texts (in particular, it's centrality to The Parent's Charter) and what we have termed the context of practice (Bowe et al., 1992). In particular, we raise some issues and concerns that arise from research to date, in terms of their methodologies, their analysis and their representations of choice. It is the failure, in all these respects, to consider the complexity and inter-relatedness of choice-making and political and economic change that gives rise to our concerns. We tentatively suggest a heuristic device, the metaphor of landscapes of choice, that we think might help us to explore the relationships between the various policy contexts, whilst recognising the embeddedness of the research process in precisely these contexts. [ABSTRACT FROM AUTHOR]

In this article I explore a disposition towards a critique of 'reductionism' and 'determinism' that seems to me to be very much prevalent within British sociology. I take a qualitative educational sociology that uses Bourdieusian concepts as one body of research where this disposition is expressed with particular fervour. A close examination of this work reveals its tacit acceptance of the limits of specific, and mostly statistical, classifications. It also reveals a distorted approach to reflexivity and the view of rival approaches and critiques. This points towards a specific and systematic disposition that, through the abundant warnings of 'reductionism' and 'determinism', itself reduces the development of a particular theory to a specific epistemology, thereby endangering the potential of rupture and epistemological break advocated by Bourdieu. This prompts us to pose fresh Bourdieusian questions about the state and practice of Bourdieusian reflexivity. [ABSTRACT FROM AUTHOR]

This article makes an empirical contribution to the study of the global middle class (GMC), and sheds light on the complex relationships that are constructed and sustained by these families with their ‘home nation’ through their educational strategies. Drawing on an inductive analysis of 20 in-depth interviews with Israeli migrant mothers in the United Kingdom who constitute a specific fraction of the GMC, this article examines families’ identity constructions and how these shape their educational practices. The participants constitute a growing phenomenon - highly educated, mobile middle-class families who live and move around the world, and position themselves using global frames of references. We emphasise how country of origin acts as a symbolic object in the cultivation of their children’s identity and how different types of attachment to ‘home nation’ are perceived as offering valuable capital for the GMC. The article therefore contributes much-needed empirical analyses on education strategies within the GMC, and challenges the suggestion that critical to the definition of the GMC is that they are ‘rootless’. [ABSTRACT FROM AUTHOR]

This article gives an account of the use of knowledges from emerging scientific fields in education and youth policy making under the Coalition government (2010–15) in the UK. We identify a common process of ‘translation’ and offer three illustrations of policy-making in the UK that utilise diverse knowledges produced in academic fields (neuroscience, network theory and well-being). This production of ‘new knowledges’ in policy contexts allows for the identification of sites of policy intervention. This process of translation underlies a series of diverse revisions of the rational subject of policy. Collectively, these revisions amount to a change in policy-making and the emergence of a different subject of neoliberal policy. This subject is not an excluded alterity to an included rational subject of neoliberalism, but a ‘plastic subject’ characterised by its multiplicity. The plastic subject does not contradict the rational subject as central to neoliberal policy-making, but diversifies it. [ABSTRACT FROM AUTHOR]

Despite 50 years and more of ‘progressive education’ in the United Kingdom, classed patterns of educational success and failure stubbornly prevail. So how, where and when does it all go wrong for the many children who continue to fail or underachieve? Drawing on the work of Basil Bernstein, this article centres processes within early years education which are claimed to help launch children into careers as either educational successes or failures. Our data suggest that children more or less happily play their lives away in the progressive play pedagogies of early years education, in the process learning their position in social and ability hierarchies that help define their future careers inside and outside schools. That such hierarchies prevail is the fault of neither teachers nor parents. Indeed, it is what early years education settings are legitimised to do: sieve and sort, and make children ‘school ready’, pliant and prepared for a lifetime of learning to succeed or fail. [ABSTRACT FROM AUTHOR]

This article first offers a survey of what has become an area of increasing interest in higher education: the rise of the so-called ‘student-consumer’. This has been linked in part to the marketisation of higher education and the increased personal financial contributions individual students make towards their higher education. Drawing upon a qualitative study with students across seven different UK higher education institutions, the article shows that while there is evidence of growing identification with a consumer-orientated approach, this does not fundamentally capture their perspectives and relationships to higher education. The article shows the degree of variability in attitude and approaches towards consumerism of higher education and how students still perceive higher education in ways that do not conform to the ideal student-consumer approach. The implications for university relations and how policy-makers and institutions themselves approach the issue are discussed. [ABSTRACT FROM PUBLISHER]

This article presents findings from a small qualitative case study of a youth volunteering brokerage organisation in England, operating in an area of selective state education. Data show how brokerage workers felt grammar schools managed their students in a concerted way to improve students’ chances of attending university. Conversely, workers expressed difficulty in working with comprehensive schools, feeling they were less willing to utilise volunteering services. These impressions lead the volunteering organisation to focus intently on recruiting potential volunteers from local grammar schools. As a result there is a need to reframe current debates in the sociology of education around institutional habitus, with a focus on the perceived habitus/doxa of schools. It is ultimately this (mis)recognition of institutional practices that leads to unequal policy outcomes, in this case reinforcing the advantage of academically elite students attending grammar schools. [ABSTRACT FROM PUBLISHER]

Adult learners on Access to Higher Education courses struggled with institutional and social structures to attend their courses, but transformed their identities as learners through them. Although asymmetrical power relationships dominated the intentional learning communities of their courses, their work was facilitated by collaborative cultures and supportive tutors, and students gained the confidence to construct their own emergent communities of practice for learning. The students attended seven further education colleges in the East Midlands of England. Data were collected by mixed methods within a social constructivist framework from students and their tutors. [ABSTRACT FROM PUBLISHER]

When communities fall into decline, disabled people can find themselves alone and invisible in a society of indifferent individuals. Arendt offers an account of such a time in her discussion of the rise of a society of mass labouring and consuming. Bauman’s insights into the fragmentation of life, in which established norms, traditional ties and customs fade and solid institutions liquefy, are equally pertinent. Together, Arendt and Bauman point to the conditions and demands that have given rise to the present policy of austerity, current approaches to the education and care of the disabled and the rejection of inclusive education. [ABSTRACT FROM PUBLISHER]

This article explores Pakistani and Bangladeshi young men’s experiences of schooling to examine what inclusion/exclusion means to them. Qualitative research was undertaken with 48 Pakistani and Bangladeshi young men living in areas of the West Midlands, England. The young men highlighted three key areas: the emergence of a schooling regime operating through neo-liberal principles, the recognition of class difference between themselves and teachers, and their awareness of how racialization operated through codes of masculinity. In conclusion, it is argued that research on issues of inclusion/exclusion should be cautious when interpreting new forms of class identity through conventional categories of ethnicity. [ABSTRACT FROM PUBLISHER]

This article focuses on the concerns expressed by three female Muslim educators who are support staff at an English comprehensive school. Consistent with the debates associated with multiculturalism, group rights and feminism, the article illuminates spaces of gender constraint and possibility within the discourses shaping these women’s lives and the lives of the Muslim girls they educate. With reference to an initiative at the school designed to support these girls’ greater self-determination – an Islamic discussion group – the article highlights the significance of a justice politics that begins with overcoming relations of status subordination rather than on differentiated group identity. [ABSTRACT FROM PUBLISHER]

This article advocates for socially just pedagogies in higher education to challenge senses of normalcy that perpetuate elitist academic attitudes towards the inclusion of disabled students. Normalcy is equated here with an everyday eugenics, which heralds a non-disabled person without ‘defects’, or impairments, as the ideal norm. This article attempts to mark the pervasiveness of normalcy in higher education by presenting findings from a systematic experience survey of disabled students and non-disabled students within one higher education institution in the United Kingdom. The findings indicate that disabled students who have institutional disability support express more difficulties in their learning and assessment than students with no known disability. However, it was found that there was no significant difference in academic achievement between the two cohorts of students. In relation to the latter point, the evidence also shows that disabled students who do not receive institutional disability support underperform. [ABSTRACT FROM PUBLISHER]

Occupational therapy pre-registration education stands at the intersection of the fields of health and social care and higher education. UK Government agendas in both fields have seen an increase in the number of students entering with non-traditional academic backgrounds, a group noted to experience particular challenges in negotiating the transition to, and persisting and succeeding within, higher education. Drawing on data from an ongoing longitudinal case study, a Bourdieuian lens is applied to exploring the early educational experiences of a group of these students during their first year of study and highlights a number of key issues, including the high-value status of linguistic capital and its relationship to understanding the rules governing practices within the learning environment, the processes via which students manage to adapt to or interestingly, to resist, the dominant culture of the field, and some of the barriers to finding a foothold and legitimate position within the new field. [ABSTRACT FROM AUTHOR]

This article is a contribution to the sociology of an expanded and newly diversified UK higher education system. How differentiated is the student experience? How sharply is the system polarised? Drawing on interviews and questionnaires conducted in five sociology departments in a variety of pre-1992 and post-1992 universities, it examines students' views on 'what they learn' and their orientations to study. It explores differences in curriculum content and organisation and the extent to which student narratives and identities vary with differences in institutional context. A typology of student experiences and subject engagement is advanced that as well as capturing institutional differences also locates a range of student orientations - and worthwhile student experiences - in all five departments that suggests a somewhat greater commonality of experience and outcome across institutions than the extreme polarisation of institutional experiences and outcomes sometimes suggest. [ABSTRACT FROM AUTHOR]

This article discusses the sociological dimensions of early years education in Great Britain. The article begins by clarifying the terminology associated with early years education and outlining the diversity of early childhood provision. It then proceeds to explore the manner in which several government initiatives are inextricably linked to a wide range of issues including equality issues, political issues related to the nature of the relationship between children, families and the state and philosophies and ideologies of early childhood education, theories about child psychology, changes in employment patterns, the economic situation of families and the influence of views relating to child-rearing and women's role in society. Most practitioners in Great Britain currently use the term "early years education" to describe the phase of education which concerns children aged between 3 and 8. The adoption of the term acknowledges the view that young children below the age of 8 have clearly definable needs and characteristics and, furthermore, that the education of young children should be viewed in terms of a continuum from birth to 7 rather than as occurring in discrete stages: at home, in nursery and in an infant class.

The article presents an in-depth study of 43 career teachers from 12 comprehensive schools in one Midlands, England local authority in Great Britain. There are two main dimensions to the ambiguous position of careers teachers. The first relates to their position within the various school hierarchies-senior management, department, subject and scale/pay position. Careers teachers are not only careers teachers but are at the same time subject teachers. The second dimension of the careers teachers' ambiguous position is historical. Their position in school has always been unclear and this is evident in several official publications. The field work for this study took place between 1985 and 1987. All schools were 11-16 except one which was an 11-18 denominational school. Interviews were conducted with all teachers involved in careers education, including those with designated responsibility for careers education and, those who were careers support teachers. Headteachers and schools' careers officers were also interviewed. All interviews were tape-recorded except in the case of one with a careers head who did not wish to be recorded.