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Bourdieu argued that class-based inequalities influenced educational outcomes and this paper illustrates the relevance of Bourdieu's concepts in understanding one specific community. A wider study by the authors used the concept of habitus to identify factors which impacted on the participants—predominantly white working-class mothers'—perceptions of their engagement with schools. This paper provides two selected case study examples from the wider study which describes the ways these mothers interpret different habitus in relation to education and discusses how habitus can inform understandings of different parental perceptions towards education and how this affects engagement. Schools can use this insight to ensure that parents from such backgrounds feel better able to engage with their children's education. Schools use this insight to inform to ensure that parents from such backgrounds feel able to engage with their children's education, both at home and in school. [ABSTRACT FROM AUTHOR]

'Levelling Up' has come to dominate debates around regional inequality in England, but has been criticized for lacking clarity and definition. This paper addresses this critique by providing an early assessment of the concept. It summarizes and critically reviews Levelling Up, arguing that the concept offers a mix of marginal and familiar policies, alongside aspirations for industrial policy and research and development. Furthermore, Levelling Up begins to diverge from recent policy in its spatial focus and approach to governance and devolution. As governments in Europe and the United States grapple with similar challenges, the paper has value beyond a UK audience. [ABSTRACT FROM AUTHOR]

This paper dissected the role of leaders in implementing equality, diversity and inclusion in UK higher education. Since most Higher Education Institutes are now monitored on their graduate outcomes, it is important that they are inclusive within planning curriculum design so as to give their students better chances and outcomes at completing their studies and being competitive in the global jobs market. The UK law and legislation worldwide is stepping up to value inclusion and now moving away from passive social exclusion. The research used ethnographical research in order to find out if equality, diversity and inclusion is being effectively implemented in curricula design. The results are based on one organisation in the Northwest of England using data collected over a 4-year period. A mixed method research design was also devised to use in-depth unstructured interviews to tutors of HND and degree programmes regarding curriculum design on their programmes. The findings show that there has been significant changes based on social and political influences, such that leaders are therefore working within standardised frameworks as a result of legislation. The primary research confirms that leaders have more understanding of equality, diversity and inclusion and it has the potential to self-sustain the UK higher education system. [ABSTRACT FROM AUTHOR]

The rights that guarantee public passage across private land are known as rights of way. In this paper, we argue that rights of way are a literal manifestation of a politics of space. The paper's purpose is to suggest rights of way are central to issues surrounding social and spatial inequality, specifically with regards to public access to urban and rural space. They are a neglected topic in geographical research, despite their relevance to many sub‐branches, including landscape studies, urban natures, GIS, and open‐source geospatial research. Rights of way in England and Wales are currently facing their biggest legal threat to date. On 1 January 2026, unregistered rights of way are set to be extinguished. Path extinguishment threatens thousands of kilometres of footpaths, bridleways, restricted byways, and byways open to all traffic. The paper concludes by examining how geographical approaches help reveal the cultural and historical value of two at‐risk footpaths in Coventry, England. [ABSTRACT FROM AUTHOR]

Copyright of European Review of Contract Law is the property of De Gruyter 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.)

Home education is a phenomenon that has been increasing globally over the past decade, particularly for families of children with special educational needs or disabilities. The impact of the COVID-19 pandemic has exacerbated this phenomenon with many families continuing to home educate even after their children can officially return to school. This paper reports on a small-scale design-based research project that explored the needs of families who are home educating children with autistic spectrum disorder (ASD). Working in partnership with educational settings, practitioners, and families during the second year of the pandemic, academic researchers in Malaysia and England designed, implemented and evaluated a home learning pack for children with ASD aged 6–12 years old. The findings emphasised the role of economic, social and cultural capital for the families involved and how this impacted their ability to work and educate their children successfully. This raises crucial questions in relation to the place of home education within the wider international inclusive education debate and matters of social equality whilst also highlighting key questions for future research in this field on how policy and provision might develop to meet a growing diversity of need. [ABSTRACT FROM AUTHOR]

Recent educational reforms in England have sought to reshape public education by extending central government control of curriculum and assessment, while replacing local government control of schools with a quasi-private system of academies and multi academy trusts. In this paper, we resist reading this as the latest iteration of the debate between "traditional" and "progressive" education. Instead, we note how, despite the mobilisation of the rhetoric of the public and public education, schooling in England has never been public in any deeply meaningful sense. We develop a genealogical reading of public education in England, in which ideas of British universalism – "the public" – and inequality and exclusion in education and society have not been opposed but have gone hand-in-hand. This raises the question whether it is possible to envisage and enact another form of collective – one that is based on action rather than fantasy and that is co-authored by, comprising, and exists for, the people. The final part of this paper seeks to grapple with this challenge, in the context of past, present and future potential developments in education, and to consider possibilities for the imaginary reconstitution of public education in England in the twenty-first century. [ABSTRACT FROM AUTHOR]

Copyright of Revista Española de Sociología is the property of Federacion Espanola de Sociologia 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.)

• Associations between transport noise and socio-economic factors are mixed. • Each city presents different patterns of social inequalities in environmental noise. • Contextual factors of the urban area may influence the relationship. • Inequalities in transport noise depend on the noise source and indicators used. Noise from transport is a major environmental problem in urban areas. The distribution of noise in cities may be linked to socio-economic characteristics and evaluating the social distribution of noise is important for planning more equal, liveable and sustainable cities. However, to date, there is no strong base of evidence pointing towards a positive or a negative relationship between transport noise and socio-economic disadvantage. Results across studies are mixed and have mainly focused on road noise. Little information is available on other sources of noise or combined exposures. This paper examines associations between socio-economic factors and transportation noise at a small-area level in four different urban areas in England. To this end, the paper investigates associations across different city characteristics, individual and combined noise exposures (i.e. road, rail, air), different noise levels, as well as different socio-economic indicators. The results show non-homogeneous and complex patterns of socio-economic inequalities in exposure to transport-related noise across the urban areas studied. The relationships are influenced by the type of socio-economic indicator, the noise indicator, the noise source, the noise level as well as by the area's local characteristics. This highlights that inequalities in noise exposure should be considered along with other contextual factors. [ABSTRACT FROM AUTHOR]

There are an estimated 50,000 LGBT teachers in English schools. In common with all workplaces, under the Equality Act 2010, schools have a responsibility to protect Lesbian, Gay, Bisexual and Transgender (LGBT) teachers from harassment in the workplace. From September 2020, for the first time, schools in England have been required to teach Relationships, Sex and Health Education (RSHE) that is inclusive of LGBT relationships. Representatives of faith communities and parents of school children in Birmingham and other major cities have protested outside school gates in opposition to the introduction of LGBT inclusive RSHE. This article explores what is at the heart of the moral panic about the inclusion of LGBT identities in the curriculum. As schools introduce inclusive RSHE, we must consider the impact of protests on LGBT teacher health, well-being and identity. More than half of LGBT teachers have suffered from anxiety or depression linked to their sexual identity and role as a teacher and so supportive and unequivocal support and intervention is needed to ensure schools are safe places, free from hostility, for LGBT teachers, pupils and their families. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Rechtssoziologie is the property of De Gruyter 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.)

This article provides an overview of wealth inequality in England from the late thirteenth to the sixteenth century, based on a novel database of distributions of taxable household wealth across 17 counties plus London. To account for high thresholds of fiscal exemption, a new method is introduced to reconstruct complete distributions from left‐censored observations. First, we analyse inequality at the county level, finding an impressive stability across time in the relative position of the English counties, perturbed only by the tendency of the South and South‐East to become relatively more inegalitarian. Then, we produce an aggregate distribution representative of England as a whole, and we detect an overall tendency for inequality to grow from medieval to early modern times due largely to North–South divergence in average household wealth. We discuss our results in the light of the recent literature on historical inequality. [ABSTRACT FROM AUTHOR]

Fairness in assessment has become increasingly topical and controversial in recent years. Assessment theoreticians are writing more about fairness and assessment practitioners have developed processes and good practice to minimise unfairness. There is also increased scrutiny by students, parents and the wider public – not only of the fairness of assessments themselves and their outcomes, but of their use, notably for selection for college or university. This is in a context of continued awareness of inequalities in society and their impact on education and assessment. And on top of all these questions has been the impact – and the continuing long shadow – of Covid. Can there be fair assessment in such an unfair world? We consider three types of challenge to fair assessment: •Theoretical challenges •Challenges from thinking about social justice •Challenges from the way that statistics were used to award assessment outcomes in 2020 (particularly in England) [ABSTRACT FROM AUTHOR]

Summary: The draft Mental Health Bill, which amends the Mental Health Act 1983 for England and Wales, proposes protections for people with intellectual disability and/or autism (ID/A) to prevent detention in hospital in the absence of mental illness. This editorial critically appraises the positive impact and unintended consequences of the proposed reforms for people with ID/A. [ABSTRACT FROM AUTHOR]

It is well known that children of immigrants experience inequality. Less is known about how inequalities compare across multiple life domains and multiple generations. We conduct a case study of England and Wales, focussing on children of Caribbean immigrants (the 'Windrush generation'). We use large-scale census data to compare inequalities across five domains of life—education, employment, occupation, housing, and health—separately for women and men across three distinct generations: the one-point-five generation, second-generation, and two-point-five generation. The children of the Windrush generation experience social inequality in all life domains, relative to comparable groups of the White British population, although there is considerable variation according to sex and generation. Men of all generations are uniformly disadvantaged; children of the Windrush are more disadvantaged if they belong to the two-point-five generation. Inequality is pervasive, persistent, and strongly indicative of segmented adaptation. [ABSTRACT FROM AUTHOR]

A puzzle has emerged amidst rising inequality: why do people profess high levels of belief in meritocracy even as income gains are increasingly concentrated at the top? In light of contradictory theories and evidence, we undertake the first assessment of the relationship between local income inequality and meritocratic beliefs outside the United States, using data from the UK Household Longitudinal Study. We find that the positive relationship between country‐level income inequality and meritocratic beliefs identified in the recent literature does not translate straightforwardly below country level: there is no robust relationship between local income inequality and meritocratic beliefs in England. However, there is a robust—and somewhat paradoxical—positive association between high local income inequality and meritocratic beliefs among those with the lowest incomes. On average, respondents with annual household incomes of £10,000 are five points more likely (on a 100‐point scale) to believe their hard work will pay off if they live in the most rather than the least unequal places in England. We also show that this applies beyond the specific case of meritocratic beliefs: low‐income respondents in unequal places are also notably more satisfied with their own (low) income than similar respondents in more equal localities. In line with system justification theory, we argue that belief in meritocracy serves as an important tool of psychological resilience for low‐income individuals who regularly come into contact with others more economically fortunate than themselves: though it legitimates their current position at the bottom of the status hierarchy, this belief also offers the promise of future advancement. While this reduces concern about the psychological effects of growing local income inequality on the most economically vulnerable, it also suggests that there is little prospect of demand for systemic economic change emerging from what might have been considered the most likely places. [ABSTRACT FROM AUTHOR]

Copyright of Urban Studies (Sage Publications, Ltd.) is the property of Sage Publications, Ltd. 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.)

The past two decades has seen widespread academic and public concern about boys' academic achievement and the emergence of discourses that identify girls as academic 'winners' in the primary classroom; however, this article aims to problematise these trends. Drawing on ethnographic research carried out in a primary school classroom in London, this article draws attention to 'boysplaining,' a set of behaviours carried out by certain boys which constituted a form of hegemonic masculinity in this classroom. Boysplaining, a younger version of mansplaining, manifested both verbally and physically, and appears to affect how girls navigate the classroom. This research indicates how boysplaining disadvantages girls, raising questions about the extent to which girls are 'winning' in primary school classrooms today. The article calls for further research on boysplaining in other classrooms, in particular to examine the academic, social and emotional consequences of these behaviours on girls and non-hegemonic boys. [ABSTRACT FROM AUTHOR]