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Factories for Learning
This book draws on research at Dreamfields Academy, a celebrated secondary school, to explore how neoliberal education models reproduce raced and classed inequalities.
Factories for learning
Over half of England’s secondary schools are now academies. While their impact on achievement has been debated, the social and cultural outcomes prompted by this neoliberal educational model has received less scrutiny. This book draws on original research based at Dreamfields Academy, a celebrated flagship secondary school in a large English city, to show how the accelerated marketization and centralization of education is reproducing raced, classed and gendered inequalities. The book also examines the complex stories underlying Dreamfields’ glossy veneer of success and shows how students, teachers and parents navigate the everyday demands of Dreamfields’ results-driven conveyor belt. Hopes and dreams are effectively harnessed and mobilized to enact insidious forms of social control, as education develops new sites and discourses of surveillance.
Inside the English education lab
Inside the English education lab offers a range of qualitative and ethnographic explorations of the academies programme in England. Drawing on examples from primary and secondary academy institutions, a free school and Multi Academy Trusts, the collection explores how promises of academy policy are often at odds with everyday practice. Data and evidence throughout the collection highlight a multitude of ways in which the academies ‘experiment’ retrenches rather than reforms inequalities. Methodological insights and innovations are also a central feature of the collection, where authors interrogate what it means to collect and produce data in the current political context.
Class, Control, and Classical Music
Through an ethnographic study of young people playing and singing in classical music ensembles in the south of England, this text analyses why classical music in England is predominantly practiced by white middle-class people. It describes four 'articulations' or associations between the middle classes and classical music.
Great Mistakes in Education Policy
Situating the cases of England and Australia within broader global policy trends, this book critically analyses what has gone wrong with education policy. Drawing on wide-ranging research, the authors issue a fundamental challenge to current policy orthodoxies, and identify policy alternatives to make education both better and fairer.
New Racial Landscapes
The chapters in this volume examine the racial and ethnic landscape of Britain in a contemporary era of neoliberalism and financial crisis. A key aspect of neoliberal thought is the belief that we live in a ‘post-racial’ in which the problems of racism and xenophobia have been overcome. However, cultural retrenchment and coded xenophobia have been sweeping the political terrain, accompanied by ‘new racisms’ and ‘new racial subjects’ that only close contextual analysis can unpick. The scholarship contained in this collection challenges those who suggest that we live in a post-racial time. By focusing on particular locations in Britain at a particular moment, the volume explores local stories of ‘race’ and racism across changing sociopolitical ground. This book is essential reading for scholars and students of race, racism, diaspora, multiculturalism, post-colonialism, transnationalism and post-race. This book was originally published as a special issue of Ethnic and Racial Studies.
Individually Ourselves
Drawing on ethnographic fieldwork in a London high school, Individually Ourselves demonstrates how young people elaborate notions of personhood through their friendships, and pervasive peer ethics, shaped in and through relations of power and inequality. By examining the interplay between individuality and group dynamics during such a formative time of life, the book addresses how our everyday interactions help create the person we become.
Reacting to Reality Television
As reality television extends into the experiences of the everyday, it makes dramatic and often shocking the mundane aspects of our intimate relations. This book addresses the impact of this endless opening out of intimacy as an entertainment trend that erodes the traditional boundaries between spectator and performer.
Pushed to the Edge
In recent years, a little-noted policy has dramatically transformed--for the worse--the experience of schooling in the United Kingdom for a large number of young people. Internal behavior support units, which ostensibly serve to help manage and improve problematic behavior in students, have been installed in schools throughout the nation, with the result that large numbers of young people are removed from mainstream classrooms for long periods to undergo rehabilitative programs that operate with little oversight. Making use of the insights of young people experiencing these units, this book is the first to offer a detailed analysis and critique of this approach, and it should prompt sharp questions from parents, educators, and policy makers alike around issues of social justice, equal opportunities, and institutional racism.
Veiled Threats
Available Open Access under CC-BY-NC-ND licence As Muslim women continue to be a focus of media-led debate, Naaz Rashid uses original scholarship and empirical research to examine how Muslim women are represented in policy discourse and how the trope of the Muslim woman is situated within national debates about Britishness, the death of multiculturalism and global concerns over international terrorism. Analysing the relevance of class, citizenship status, and regional differences, Veiled threats is a valuable addition to the burgeoning literature on Muslims in the UK post 9/11. It will be of interest to academics and students in public and social policy, race equality, gender, and faith-based policy.
