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The author analyses the education of aristocracy in Croatia and Slavonia from the late 18th century until 1918. Education played a vital role in the mindset and lifestyle of aristocracy, and in retaining its elite position in the political, social, cultural, economic and military aspect, to name just some. Aristocrats were trained to become the pillars of society, they had private tutors and teachers, and often finished the gymnasium but did not necessarily continue their schooling at a higher level. Reforms of enlightened absolutism, which opened career chances for lesser nobility and burghers and the rise of well-educated and economically successful modern middle class after 1848, forced the aristocracy to keep pace. However, it still preferred traditional studies of philosophy, law or, to a much lesser extent, theology and was losing its dominant role in the field of arts as well.

School choice policy in China aims to achieve educational equity by limiting school choice. Synchronous Admission Reform (SAR hereafter) is a recent school choice reform in China, which continues to limit parents' autonomy and strengthen the equal distribution of school resources. This study explores Chinese middle-class parents' (n = 21) justice claims in SAR. The findings suggest parents' three distributive justice claims, including situational principles of distribution, institutional partiality in distribution, and entrepreneurship representative of distribution. Each claim contains contradictory interpretations of education equity. While parents admire SAR's egalitarian promise, they recognize the present unbalanced school development and engage in a meritocratic way of hoarding opportunities. Despite their complaints over SAR's institutional partiality, they acknowledge SAR's political representation. Instead of participating in policy networks, parents adopt an entrepreneurial way of non-compliance. Parents' contradictory discourse is shaped by an interplay of policy discourse, school gaps, and parents' agency in a competitive and high-stakes education environment. Our analysis offers a micro-psychosocial lens for policymakers and practitioners to understand educational equity in everyday discourses.

Previous cross-cultural research has described two different attention styles: a holistic style, characterized by context-sensitive processing, generally associated with interdependent cultural contexts, and an analytic style, a higher focus on salient objects, generally found in independent cultural contexts. Though a general assumption in the field is that attention styles are gradually socialized in culture-specific interactions in childhood, empirical evidence for the proximal mechanisms underlying this development is scarce. This study aimed to document the emergence of cross-cultural differences in attention styles in three cultural contexts differing in social orientations, namely in urban middle-class families from Münster, Germany (i.e., more independent context), and Kyoto, Japan, and Indigenous-heritage families from Cotacachi, Ecuador (i.e., more interdependent contexts). Furthermore, to test the assumption that caregivers' attention guidance is one of the forces driving differential development, we investigated how caregivers guide children's attention. In total, 270 children between 4 and 9 years of age and their mothers participated in three tasks: an eye-tracking task, a picture description task and a forced-choice recognition task. Results indicate a mixed pattern of findings: While some tasks revealed the expected cultural differences, namely a higher object focus in Münster compared to Kyoto and Cotacachi, others did not. Regarding caregivers' attention guidance, we found that mothers in Münster more strongly emphasized the focal object than mothers in Kyoto and Cotacachi. The results are discussed in terms of culture-specific developmental trajectories and the generalizability of attentional processes across tasks and cultural contexts.

This paper focuses on data from a study of middle- to upper-middle class Scottish S2 ([approximately]seventh grade) students who participated in Inspiring Purpose, a school-based character development program, during the 2016 to 2017 school year. Directed by their teachers, participating youth reflected on values and future aspirations and researched and wrote about an inspiring person. We examine the hypotheses that youth who select a more proximal inspiring figure and/or make a personal connection with that person will demonstrate higher developmental outcomes in the areas of confidence, contribution, self-reflection, goal development, and self-concept. We connected 230 student posters of inspirational figures, 34 youth interviews, and 462 student surveys. Mixed-method analysis revealed students were more likely to describe proximal figures as inspiring and make explicit personal connections over the course of their engagement with the Inspiring Purpose program. Moreover, youth who made personal connections were more likely to score higher on confidence, general self-concept, and contribution. These results suggest that when youth see themselves in inspiring figures and firmly articulate this connection, this can spur beneficial developmental outcomes.

There is abundant research on the use of concept maps in education. However, the most notable efforts have focused on learning outcomes as a consequence of individually constructed concept mapping for science concept learning. In the less explored field of history, some studies have found positive effects of collaborative concept mapping. However, student interaction has not been analyzed. This study employed quantitative and qualitative methods based on classroom discourse analysis to examine the extent to which students engage in historical reasoning and transactive interaction when they collaboratively complete a semiempty concept map, versus when they collaboratively write a summary, about 19th-century Western imperialism. The participants were 20 secondary education students from two history classes with an average age of 16 years. Within each class, the students were randomly assigned to the different conditions: collaborative concept mapping and collaborative summary writing. Student interaction was analyzed at two different levels: the content level and modes of co-construction. The results show that the students in the semiempty concept mapping condition engaged significantly more in causal explanation and argumentation and used more historical and metahistorical concepts in their reasoning than the students in the summary writing condition. Interaction in the semiempty concept mapping condition included a much higher percentage of utterances which denoted the convergence and integration of the knowledge contributed by the partners in the dyad. This kind of transactive interaction not only reflected co-construction but also historical reasoning.

Acquisition of visual attention-following skills, notably gaze- and point-following, contributes to infants' ability to share attention with caregivers, which in turn contributes to social learning and communication. However, the development of gaze- and point-following in the first 18 months remains controversial, in part because of different testing protocols and standards. To address this, we longitudinally tested N = 43 low-risk, North American middle-class infants' tendency to follow gaze direction, pointing gestures, and gaze-and-point combinations. Infants were tested monthly from 4 to 12 months of age. To control motivational differences, infants were taught to expect contingent reward videos in the target locations. No-cue trials were included to estimate spontaneous target fixation rates. A comparison sample (N = 23) was tested at 9 and 12 months to estimate practice effects. Results showed gradual increases in both gaze- and point-following starting around 7 months, and modest month-to-month individual stability from 8 to 12 months. However, attention-following did not exceed chance levels until after 6 months. Infants rarely followed cues to locations behind them, even at 12 months. Infants followed combined gaze-and-point cues more than gaze alone, and followed points at intermediate levels (not reliably different from the other cues). The comparison group's results showed that practice effects did not explain the age-related increase in attention-following. The results corroborate and extend previous findings that North American middle-class infants' attention-following in controlled laboratory settings increases slowly and incrementally between 6 and 12 months of age.

In Goffman's terms, qualitative interviews are social encounters with their own realities. Hence, the 'situational critique' holds that interviews cannot produce knowledge about the world beyond these encounters, and that other methods, ethnography in particular, render lived life more accurately. The situational critique cannot be dismissed; yet interviewing remains an indispensable sociological tool. This paper demonstrates the "value" that situationalism holds for interviewing. We examine seemingly contradictory findings from interview studies of middle-class identity (cultural hierarchies and/or egalitarianism?). We then render these contradictions comprehensible by interpreting data excerpts through 'methodological situationalism': Goffman's theories of interaction order, ritual, and frontstage/backstage. In 'situationalist interviewing,' we suggest that sociologists be attentive to the 'imagined audiences' and 'imagined communities'. These are key to identifying the situations, interaction orders, and cultural repertoires that lie beyond the interview encounter, but to which it refers. In sum, we argue for greater situational awareness among sociologists who must rely on interviews. We also discuss techniques and measures that can facilitate situational awareness. A promise of situational interviewing is that it helps us make sense of contradictions, ambiguities, and disagreements within and between interviews.

This community-based research study examined the perspectives of African American parents of middle-class economic status who participated in a social network pertaining to school choice decisions during the pandemic era of virtual schooling. Their residency and school choices emerged against the grain of urban schools that have racially charged histories and decades of residential mobility trends. I examined parents' aspirations for academic rigor and perspectives of literacy practices at select schools as well as public school district official perspectives of supporting the enrollment process and attracting families to the district. Parent interview and survey data revealed confidence in public, private, and charter school selections prior to enrolling, but uncertainty with the virtual literacy curriculum once enrolled in school. School district official interviews revealed enhanced awareness of parents' concerns surrounding school choice and need to be proactive to the needs of middle-class families.

Trickle-down economics is a fallacious metaphor that hurts working people and the civic commons. In this paper, we discuss the role and impact metaphors have in economics education. We explore the stickiness of "truthy" but ultimately false metaphors and offer economics educators alternative metaphors to displace this problematic metaphorical language. In its place, we propose a restorying of this fiction to tell a more truthful story in economics classrooms using the dual metaphors of "evaporative economics" and "economic desertification." We end by identifying the limitations of metaphorical language in teaching complex economic concepts, even while we recognize the power of these tools to elicit engagement in and with economics content that has real and lasting impacts on individuals and communities.

Elitism has been an issue in Canadian French immersion since its inception. This study examines how two racially diverse Ontarian school boards and Ontario French immersion policy, curricula, and other related documents construct and support an elite student within the immersion program. The elite student who emerged from immersion documents is a White, middle-class, English, established resident, mirroring the current demographics of the program. A middle-class bias emerged within the documents due to an assumed wealth, and lack of financial assistance, transportation and promotional materials. The program locations themselves favoured the middle-class. The curricula demonstrated a Eurocentric focus and colonial lens. In the documents of this study, it was assumed that parents had functional knowledge of English and French. Program entry-points favoured established residents over newcomers. Given its evident elitism, there has been a shift toward inclusion, particularly for students with special education needs and English language learners. However, this inclusion has yet to be critically enacted.

This opinion piece explores the effects of the COVID-19 pandemic on exposing educational inequity. The historically racist and discriminatory practices related to both academic instruction and discipline are long-standing in the history of American education, but have been brought to the attention of White, middle-class America as a result of the global health crisis. Specific strategies are presented as initial steps in simultaneously embedding anti-racism and addressing discriminatory policies in every American classroom, specifically related to students of color and disabled students.

Due to the COVID-19 pandemic, students everywhere are exhibiting gaps in their social-emotional development. Dance advocates propose the prioritization of dance classes as a way to facilitate social-emotional learning. This essay examines the logic behind these advocacy efforts, but also cautions readers that social-emotional learning, even in the arts, can be misused to promote racial injustice and inequity if not properly structured. In the social arena, the idea is examined that social learning may be co-opted to reinforce obedience in children, and that "appropriate" social behaviors in a dance class may actually be the normalization of white middle class actions. In the emotional realm, the presumption that dance teaches emotional expression, must be linked to the awareness that the expression of emotion is a culturally contextual concept. Finally, from a perspective of cognition, dance can improve critical problem-solving skills, but only if the engagement is truly student centered.

This paper reports the motivations of middle-class Asian students who choose German universities of applied sciences under the third wave of international student mobility. It aims to provide a comprehensive understanding of the students' qualitative experiences in Asian countries that influenced their preference for German universities of applied sciences and their expectations of their German degree as cultural capital. The research analyzes the family, school, peer experiences of 23 Asian students currently enrolled in a German university of applied sciences to understand their motivations for choosing this type of institution and Germany. The findings reveal that the cultural capital that influenced their choice includes differentiation strategies of middle-class students, reasonable education investment choices of Asian students, and the use of a German degree as a trump card in the labor market. The study provides implications for the development of international higher education by connecting Asian students' aspirations for global cultural capital to a complex and atypical structure that encompasses global, national, and individual dimensions simultaneously.

This article aims to complexify the linguistic dimension of international schooling in light of the increasing diversification of the field but also as a result of the 'banalisation' of English and the growing 'added' value of multilingual competence in the knowledge economy. Drawing on data from focus groups with mobile families and institutional documents from an international school in Switzerland, we claim that the value of English-medium education to facilitate worldwide mobility is simultaneously conceived by parents as an obstacle for their children's acquisition of certain linguistic capitals in the locality. This engenders constant family (re-)evaluations of school choice and the development of strategies for children to acquire locally-available linguistic competences. The Swiss context activates the multilingual imagination of global middle-class families who demand that the school help their children maximise their chances of local linguistic capitalisation. In our case study, the current educational shift responds to parental desires for elite multilingualism with French and materialises in an optional dual-language programme to attract an increasing number of Swiss and established transnational families in a competitive eduscape.

This study explores the experiences of middle-class transnational Latina mothers whose children are enrolled in gentrified dual-language ­programs. Drawing upon the theory of differential consciousness, I explored how these mothers' own complex identities informed their navigation of conflicting discourses that position dual-language education on one hand as part of an anti-racist, social justice movement, and conversely as a neoliberal enrichment tool that confers a competitive social advantage for privileged children. Ultimately, this paper highlights how mothers engaged differential consciousness to shift between these ideologies strategically, centering community and working to expand access to these programs to other Spanish-speaking and transnational families. In doing so, they increased racial and linguistic diversity--but not socioeconomic diversity--in these programs. This study argues for the importance of considering multiple dimensions of parent identity in dual-language programs, and for continually acknowledging the key role social class plays in families' experiences of and access to these programs.

Modern Foreign Languages (MFL) as a secondary school subject is affected by two policies, namely the English Baccalaureate (EBacc) and Progress 8, which contribute to the measurement of performance in exams at age 16 (GCSEs). In this paper, I discuss the concept of performance measurement in schools and the purpose it purportedly serves, before outlining these two policies and considering how they contribute to the culture of performance measurement and a non-neutral discourse around 'standards'. I argue that the two policies act in tension in a game of tug of war with one another in such a way that the net positive effect on the subject of MFL is zero, but that the negative effect on students is substantial. I suggest that the policies act to impose middle-class notions of what it means to be educated on students, with a substantial negative effect on students from low socio-economic status backgrounds both in terms of their interest in the subject and their perceptions of their own value within the education system.

This article seeks to introduce a new historical explanation as to why left-wing working-class women engaged in liberal, middle-class organisations during the first wave of feminism. The article specifically deals with middle-class associations and clubs that had educational purposes. Instead of focusing on the larger explanatory scheme of the power of patriarchal societal structures or bourgeois feminisms as a hegemonic force, the account revolves around the political educational functions of liberal feminist engagement for some politically active social democratic women in Sweden. The case of social democratic women who entered the liberal middle class educational organisation Tolfterna (the Dozen) is the point of departure for a micro-historical analysis of the political capital accumulation practices that class collaboration entailed. Finally, the article explores how working-class women's choices and actions can be considered a group-specific strategy to expand their political resources to attain what is called feminist liberal political capital.

Through a critical discourse analysis of three Asian American organizations' rhetoric around race and education, we explore the activism of Asian Americans working against affirmative action and other race-based educational policies. We examine the way these groups engage ideological discourses regarding race, civil rights, and the freedom to compete in their fight to protect Asian Americans' access to elite educational institutions. Drawing on the scholarship on neoliberal educational policy and neoliberal racialization, we argue that the organizational activism of Asian American opponents of affirmative action embodies the intersection of neoliberal approaches to education and neoliberal conceptions of race and racialization. Thus, we consider that Asian American anti-affirmative activists are neoliberal racialized subjects who view education, particularly higher education, as a private good that should go to the most successful student/consumer. They embrace and repurpose the language of civil rights to fight for their individual rights as educational consumers.

This study investigated parents' and siblings' knowledge use during naturalistic teaching episodes in the home. Thirty-seven middle-class families were observed for six 90-minute sessions (siblings aged 4 and 6 years). Parent and sibling teaching sequences were coded for knowledge type (conceptual, procedural), conceptual subcategories (social conventional behavior; game discussions; academic concepts; problem solving) and procedural knowledge subcategories (game procedures; general skill procedures). Research Findings: Findings indicated no significant mean difference between mothers' and fathers' and older and younger siblings' conceptual and procedural teaching. However, parents taught proportionally more conceptual knowledge than siblings, indicating that siblings taught proportionally more procedural knowledge compared to parents. In terms of conceptual subcategories, parents taught more social conventional behaviors, whereas siblings taught more academic concepts. Siblings also taught more general skill procedures compared to parents. Practice or Policy: Overall, our findings indicate that the home environment is a rich context for the naturalistic teaching of conceptual and procedural knowledge by both parents and siblings, thus advancing our understanding of the role of family dynamics on children's learning and development.

This article traces the state takeover and neoliberal reconstruction of a mid-size urban school district in the California Bay Area. Aligning with research on social networks in school reform, it identifies three organizational nodes of power operating within the takeover and post-takeover landscape: venture-philanthropic capital, the Teach for America organization, and a local intermediary organization that acted as a hub for the capital and labor flowing from these organizations. Their story demonstrates the concrete ways in which an increasingly globalized funding and policy network converged at the district level in order to implement a unified policy agenda. The network's role in school politics, real estate, and gentrification provides a template for the transnational work of school reformers and their role in creating the neoliberal 'global city.'

Previous research highlights how schools value white, middle-class modes of parental involvement, we know less about Latinx parents' involvement in their children's schools. This article compares the participatory patterns of Latinx and non-Latinx white parents whose children attend a Spanish/English dual-immersion school in Los Angeles. Drawing from 66 interviews and 20 months of participant observation, I find that all parents participate actively but are channeled into racially segregated Parent Teacher Organizations (PTO) based on the reputation, demographic composition and informal culture of each of these organizations. This organizational segregation disadvantages Latinxs -- working-class Latinx parent efforts garner less power and recognition and middle-class Latinx are less active in PTOs, as they feel they do not 'fit' in either organization. This article illustrates how school-based parental involvement is stratified in ways that are not fully captured by solely focusing on participation, and demonstrates how parent organizations can function as racialized organizations that perpetuate inequality.

This article explores how first-in-family-graduate Roma and non-Roma Hungarians from the working-class experience education-driven social mobility and reconcile the dislocation of their primary-habitus due to changing class through transiting a "third space." Drawing on Bhabha's and bell hooks' development of this concept, we aim to unpack the different ways how class-changers, in moving between the social milieu of their origin and their destination, occupy a unique position between two fields. Their social position is described as one of social navigators with a bridging potential between social classes. We also investigate what part higher education plays in this distinct form of changing class and becoming incorporated into middle-class society through a third space for those academic high achievers who come from working-class families. Contrasting the experience of Roma with non-Roma first-generation graduates in Hungary, we draw attention to the different opportunities of reconciling conflicting class-related habitus along ethno-racial lines.

Work-related temporary migration became more common recently among privileged groups of global professionals. This globally mobile middle-class cohort typically place their children in international schools. Such international schools usually teach in English, follow a different curriculum from local schools, and have a wide cultural mix. Our study provides new data on the barely documented parental involvement of this emerging cohort of the globally mobile middle classes. We examine, using Bourdieu's framework, how these parents seek to maintain their status and advance the cultural capital of their children despite their loss of nationally based class reproduction strategies. Our analysis applied a qualitative approach, using data from 28 interviews with parents from five international schools in Limassol, Cyprus. We show how variations on traditional middle class school involvement at international schools help families accumulate cultural, social, and cosmopolitan capital.

Educational Technology (EdTech) plays a significant role in enabling learners with disabilities to access learning at school and reduce educational and social exclusion. It also enables them to enjoy the benefits of a full school curriculum and to participate in activities in different educational arrangements. The purpose of this review was to address the existing evidence of how EdTech is being used to support learners with disabilities in order to inform future research and policymaking. It sought to contribute to an evidence base of ways to reduce barriers to learning drawing on a systematic methodology to gather evidence pertaining to access to EdTech for primary school learners with disabilities aged 6-12 years. After a thorough examination of the literature, the final sample comprised 51 published articles (43 peer-review and 8 conference papers). The review revealed examples of positive outcomes of EdTech interventions being used, particularly in special schools; however, the evidence of their efficacy is weak. The use of EdTech for learners with disabilities in low- and middle-income countries requires further, robust and long-term research that considers the involvement of learners, pedagogy and curriculum design in order to understand its impact on improving educational experiences of children with disabilities.

Employers agree that high school graduates lack teamwork skills needed for workplace productivity. The lag in student readiness to meet employer expectations urges school reforms that implicate group interaction, empirical assessment, and reporting of teamwork competencies. The "Teamwork Skills Inventory" (TSI) evaluated how well individual students performed in cooperative learning teams as observed by peers and self with anonymous feedback. Field-testing involved 303 high school students in the United States from middle class and racially diverse families. Psychometric indicators of reliability, validity, exploratory factor analysis, and group analytics were determined. Qualitative responses by participants to TSI methodology were highly favorable.

Parents' happiness orientation has garnered early attention in school choice studies but has not been cautiously examined. Drawing on Aristotle's framework of Eudaimonia and Hedonia, along with Ahmed's concept of the happiness promise, this study transcends a perspec­tive of preference and examines how parents understand and pursue happiness in school choice. Based on interviews with 32 Shanghai middle-class parents, this study indicates five happiness objects: bachelor's degree, expertise, non-cognitive development, good physical and mental health, and hobby. These happiness objects shape parents' school choice preferences. In pursuing happiness objects, parents follow the philosophies of 'no sweet without sweat' and 'prioritize sweet with due consideration to sweat' and employ an authoritative approach when making choices. This study challenges the cultural stereotype that Chinese parents are solely academic-oriented and authoritarian in school choice. Instead, parents integrate happiness and academics and strive to balance children's future fulfilment and present enjoyment.

The middle-classes use school choice as a strategy of class reproduction and comparative advantage. In this article, we show how middle-class parental school choice strategies are spatially dependent and how schooling preferences and final choices are bounded by the social and educational characteristics of the local education market of their neighborhood of residence in the city of Barcelona. Our findings reveal interesting differences relating to the search process and final decisions, which are dependent on parental preferences and risk perception in the different local education markets. Reflections on some policy implications of the analysis are considered in the conclusions.

This article presents an understanding of the context, nature and significance of Mary Gurney's educational career during the years 1863 to 1917. It is assisted in part by the conceptual lenses of feminist thinking and network theory. Despite neglect by past historians, Gurney's work was seen by contemporaries as equal in significance to that of leading reformers who, like her, sought equality between English middle-class male and female education at secondary and tertiary levels. The article demonstrates her career's transitional position between that of middle-class female philanthropist and professional female during the British Victorian and Edwardian periods of the late nineteenth and early twentieth centuries. It discusses the educational consequences of Gurney's work before and after her death, including how its effects spread to other geographical and social locations, as part of the process of assessing its value.

The transformation of teacher education programs is needed. To be authentic and sustainable, efforts at transformation need to be grounded in shifting power and policy making away from just the university to shared decision making among stakeholders. This paper examines what are seen as first steps towards this objective. The effort described here involves a teacher preparation program and a neighboring school district. The university program is largely composed of white middle class students, and the school district is largely African American. This paper focuses on a project to support the voices of those who are being taught (referred to as scholars), and those planning to teacher (referred to as candidates). Both groups frame conversation around James Baldwin's "A talk to Teachers" and explore what has changed, what has not changed, and what needs to change. Teachers and administrators joined over twenty-five classes from the school district with the sophomore class cohort at the university.

This interview study examines the school choices of white middle class parents who live in a large Northeastern city. Interviewees identify as progressive urbanites and express an appreciation for racial diversity. Simultaneously, interviewees draw on anti-Black stereotypes when evaluating school options and avoiding majority Black schools. While previous studies suggest that diversity-seeking whites are well intentioned and inadvertently reproduce racism through school choice, my analysis allows for greater consideration of white parents' investment in the reproduction of white racial dominance.

It has been more than 50 years since Clay (1966) first introduced the concepts about print (CAP). Emergent readers, aged 4-5, must acquire an understanding of basic and hierarchical concepts of letters, words, and sentences; they must also learn basic knowledge about texts and books; they must develop an awareness of book orientation, directionality, and positions. CAP examines emergent readers' ability to recognize and understand the ways in which written language functions for the purpose of reading. However, we lovingly critique the elements of CAP (e.g., book orientation, directionality and print conventions) from the perspective of culturally sustaining pedagogies. Clay (1989) posited that "CAP as a test may be culturally inappropriate" (p. 71). We further argue that using this element marginalizes early young children of color who are learning ways of literacy practices that do not mirror the white monolingual middle-class approach to learning foundational reading. In some cultures, readers turn pages left to right, read pages right to left, and decode logographic words. Does it matter if young children do not fully understand directionality and orientation at that age? What we think matters in the practice of CAP is the sense-making process. Using social justice-oriented texts, we offer a pedagogical framework that centers on the "concepts of text and book." Using literature that features characters of color in non-stereotype roles, we describe four principles for teaching CAP that advance social justice literacy: Relationship between written and oral language, print or pictures carry meaning, book orientation and directionality and conventions of print.

This ethnographic study utilized border theory to examine how a bilingual Latinx teacher created equitable instruction for Mexican immigrant second-graders in a 50-50 dual-language (DL) classroom in the U.S. Midwest. Approximately half the students in the DL classroom came from Spanish-speaking, working-class homes, and half from English-speaking, middle-class homes. The teacher reduced linguistic borders when she drew from her personal experiences and knowledge of bilingualism to forbid linguistic discrimination, separated students' second-language mastery from their conceptual understanding, and facilitated translanguaging (bilingual individuals' use of integrated linguistic resources). She promoted class border crossings when she intentionally grouped students and told the English-dominant students that they were disrespecting their Spanish-dominant classmates when they refused to speak Spanish. Borders that the teacher could not change were the high status of English at the school and the English-dominant students' expectation that the Spanish-dominant students would help them with their Spanish but that they did not have to reciprocate. Educational implications included training DL teachers so that they know how to reduce the privileges of the English speakers and how to support translanguaging. A call for more classroom research to address the power dynamics between language-minority and majority students in DL classrooms was made.

In this article we make an argument for the importance of embodied cultural capital in the generation of class advantage through private school students' access to Oxbridge. Private schools in England continue to reproduce advantage (Variyan 2019), however, establishing exactly how students are advantaged through private schooling is not straightforward. Previous studies of educational advantage have drawn on the broad concept of cultural capital (e.g. Bathmaker, Ingram and Waller 2013; Reay, David and Ball 2005) to elucidate processes of inequality. We contend that within this space of Bourdieusian analysis of middle-class advantage there is a need for further thinking about embodied cultural capital as a specific and powerful form working at the symbolic level. By examining a bespoke intervention in a private school in England, we shed new light on "how" students are advantaged when applying to elite universities through processes that facilitate the cultivation of embodied cultural capital.

Informed by Bourdieu's conceptualisation of habitus and its relation with social class, this study explores the construction and negotiation of middle-class identity among a group of urban overseas returnees in China. Using ethnographic interviews and online observational data, the study found that participants built a compliant identity conforming to their parents' expectations and metrics of being 'middle-class'. However, they resisted their families' positioning and the ideal class role images imposed upon them. In their workplace, participants negotiated this middle-class identity mainly by exhibiting professional qualities drawing upon their linguistic capital and new habitus gained through their overseas educational experiences. The privileged identity that the participants exhibited, however, was not without dilemmas and struggles due to their different set of habitus and linguistic practices. Finally, participants were found to project a new middle-class image with translanguaging practice and distinctive lifestyles by co-constructing a 'returnees circle'.

Despite the rhetoric of 'we are all in this together' during the COVID-19 pandemic, not all families experienced schooling disruption in 2020-2022 equally. Middle-class parents typically enjoy significant advantage over parents in working-class occupations. To illuminate class-based differences in parental engagement during the COVID-19 pandemic, here we present data from interviews with 15 middle-class Canadian parents. We found that middle-class parents successfully mobilized their economic, social, and cultural capital to manage challenges they faced: lack of structure and routine, lack of communication with the school, perceived low quality of instruction and resources, student isolation during online learning, and parental stress about children's schooling during the pandemic. The main implication of the study is that although middle-class parents in the study acknowledged their privilege more compared to prior research on middle-class parental engagement, ultimately, their individual solutions to pandemic challenges merely exacerbated existing social inequalities in education.

In recent years, Innovative Schools in Dali have received increasing coverage in Chinese social media and have also attracted middle-class parents from cities, as viable bottom-up educational initiatives. This paper explores the rationales for Chinese middle-class parents' choice of Innovative Schools in Dali. Analysis of data from online interviews with 33 parents from seven Innovative Schools in Dali revealed three types of narratives parents provided in explaining their alternative school choices: investors, escapees, and idealists. The narratives reflect different ways in which parents negotiate their relationship with mainstream education and Innovative Schools, how they define the "educational goods" they would like to pursue and how they deal with potential tensions within their practice. We then situate the phenomenon within the Chinese educational landscape and discuss its social implications in light of social reproduction theories.

This qualitative study employs a Bourdieusian framework to explore how urban middle-class parents in Pakistan support their daughters' education while transmitting cultural capital. Parents emphasize "talim-o-tarbiyat," referring to education and nurturing. I argue that, owing to the availability of educational resources and the recognition of the cultural capital conferred by Western qualifications, middle-class, educated urban parents choose Western education as "talim." Additionally, "Tarbiyat" motivates their aspirations for their daughter's education with specific cognitive references, notably "Ashraaf" values. Through boundary work and concerted cultivation, they reproduce cultural capital, influencing career choices and networks. Nevertheless, educated working women, experiencing a transformation of their habitus, foster new cognitive and social structures for themselves and their daughters. The study identifies desirable cultural capital, suggesting future research on exploring the conversion strategies of educated women's capital by considering diverse sociocultural factors that intersect with gender dynamics within both private and public spheres.

This paper explores linguistic life-histories from five participants in a larger interview study with U.S.-based adults. These five interviewees were middle-class White women from monolingual English-speaking families who pursued multilingual learning trajectories in young adulthood. Having previously attained proficiency in one language through academic study, all five recounted similar pivotal decisions to deprioritize that language, and instead invest in another language that they now saw as more socially relevant. Through discursive analysis of the emotionality and (lack of) agency in their narratives of linguistic decision-making, the paper demonstrates how all five women, in dialogue with the interviewer, co-constructed ideologies of linguistic solidarity across lines of social difference. Drawing on Bakhtinian theory to analyze identity development as ideological becoming, the research explores elite contestation of dominant language ideologies within interview dialogues.

This article explores how social class, "race," and their intersections manifest in Finnish popular music education (PME) through an exploration of popular music practices in one upper elementary music classroom where I worked as a teacher-researcher. By engaging with systems reflexivity, I illustrate how social class, racialization, and their intersections work together with the social system of PME to maintain inequalities. I argue that in the popular music classroom, identity work is especially required from the students who belong to racialized and lower-class groups. Furthermore, I argue that PME (re)produces a Eurocentric practice of "school popular music" that favors middle-classness and Whiteness. I suggest that moving towards genuinely multivocal and democratic music education entails questioning popular music as an eminent democracy maker. Alternatively, democracy might be fostered by considering the intersectional identities of the students--a process for which systems reflexivity serves as a useful tool.

This study seeks to understand the role of family language policy (FLP) in the process of language shift from Bantu languages into Portuguese, the powerful and prestigious language in Mozambique. The study is based on thematic analysis of semi-structured focus group interviews with urban middle class parents of young citizens born after the independence of the country in 1975. Drawing on a critical, multi-layered approach that recognises the national, institutional and interpersonal layers of language policy work, where FLP is located, this study contributes to question Fishman's (Reversing language shift: Theoretical and empirical foundations of assistance to threatened languages, Multiling Matters, 1991; in: Bathia TK, Ritchie WR (eds) The handbook of bilingualism, Blackwell, 2006) view of family and intergenerational transmission as central for language maintenance, and to move beyond Spolsky's (Language policy, Cambridge University Press, 2004; J Multiling Multicult Dev 33:3-11, 2012) tripartite model of language policy. We found that, pressured by a combination of instrumental, sociodemographic and politico-ideological forces, urban middle class parents choose to invest in the transmission of Portuguese to their children at the expense of Bantu languages, which is often in conflict with their sociocultural desires, particularly the desire to preserve their native languages and cultures, and to ensure intergenerational ties. We argue that this preference for the Portuguese language is contributing to pave the way for language shift in Mozambique. This is the first study to explore the drivers of language shift in the family context in Mozambique, contributing, among others, to understand the dilemmas and challenges faced by families in the management of bi/multilingualism in diglossic postcolonial contexts.