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Educational Policies and Inequalities in Europe
This book analyzes policies in eight European countries that aim to intervene in the reproduction of social and educational inequalities. In order to understand why some policies succeed and others fail, it is necessary to look at education systems through cross-national comparison.
Knowledge and Identity
What in the digital era is knowledge? Who has knowledge and whose knowledge has value? Postmodernism has introduced a relativist flavour into educational research such that big questions about the purposes of education have tended to be eclipsed by minutiae. Changes in economic and financial markets induce a sense that we are also experiencing an intellectual credit crunch. Societies can no longer afford to think about the role of education merely in relation to national markets and national citizenry. There is growing recognition that, once again, we need big thinking using big theoretical ideas in working on local problems of employability, sustainability and citizenship. Drawing on aspect...
Accessibility or Reinventing Education
The accessibility requirement of educational policies is a reinvention of schools beyond the education of students with disabilities. Accessibility or Reinventing Education studies the changes that have redefined the roles and missions of schools, by asking them to consider the obstacles to learning imposed on students – regardless of their particular characteristics – in order to make themselves accessible to the greatest number. This book examines the ways in which school stakeholders are addressing the need for accessibility to bring its principles to life on a daily basis. Particular attention is given to the strategies developed by teachers for creating accessible school environments, the conditions for mobilizing digital technologies, and the redefinition of relationships between teachers and their specialist counterparts. Finally, the new figures of "ineducablility", established because of the accessibility imperative, are considered, and a grammar of accessibility is proposed, setting the stage for accessibility in school environments and the implementation of inclusive policies.
Contemporary Issues of Equity in Education
Contemporary Issues of Equity in Education argues that equity and social justice must be brought back to the centre of discussions about education. It traces international, system-wide and local effects of policies that increase marketization and competition between students, schools and systems, whilst erasing wider considerations of the socio-cultural contexts that shape educational experiences and outcomes. Leading researchers interrogate the design of educational systems for social justice, fairness and inclusion at multiple levels from classrooms and schools through to universities and initial teacher education. Chapters trace the ways in which gender, ethnicity, class, and refugee experiences intersect with indices of socio-economic disadvantage in ways that directly impact on young people’s learning and on the pedagogical work of teachers. The book demonstrates collaborative and inclusive approaches for researching schooling in disadvantaged communities. It offers strategies and practices for reimagining schools and universities in ways that enable young people in high poverty and culturally and linguistically diverse communities to effectively engage with education.
Knowledge and Knowers
We live in ‘knowledge societies’ and work in ‘knowledge economies’, but accounts of social change treat knowledge as homogeneous and neutral. While knowledge should be central to educational research, it focuses on processes of knowing and condemns studies of knowledge as essentialist. This book unfolds a sophisticated theoretical framework for analysing knowledge practices: Legitimation Code Theory or ‘LCT’. By extending and integrating the influential approaches of Pierre Bourdieu and Basil Bernstein, LCT offers a practical means for overcoming knowledge-blindness without succumbing to essentialism or relativism. Through detailed studies of pressing issues in education, the boo...
Pedagogic Rights and Democratic Education
The basis of Bernstein’s sociology of education lays in is his theorisation of the different approaches to curriculum, pedagogy and assessment and the implications for pedagogic rights and social justice. This edited collection presents 15 empirical case studies and theoretical accounts from 22 international scholars who focus on the experiences of students and teachers in contexts marked by economic, social, cultural, linguistic and/or geographic diversity. Located in systems of education in Australia, France, Germany, Greece, Portugal, South Africa and the United States, each chapter contributes to a better understanding of the conditions of a democratic education across time and place.
The Palgrave Handbook of Race and Ethnic Inequalities in Education
This comprehensive, state-of-the-art reference work provides the first systematic review to date of how sociologists have studied the relationship between race/ethnicity and educational inequality over the last thirty years in eighteen different national contexts.
Annual bilingual review of the Dutch Marcel Proust Society
Preliminary Material -- INTRODUCTION -- « C'EST AINSI QUE J'AURAIS DÛ ÉCRIRE ... »: Proust devant Vermeer /Luzius Keller -- CITATION, RÉFÉRENCE ET ALLUSION CULTURELLE DANS LE ROMAN ET LA CORRESPONDANCE DE PROUST /Françoise Leriche -- EUGÉNIO DE ANDRADE, LECTEUR DE PROUST /António Oliveira -- LE LANGAGE DES DÉDICACES : trois inédits de Proust /Luc Fraisse -- PROUST AND WILDE : « UNE CURIOSITÉ COMPLEXE » /Emily Eells -- NOTES ÉPARSES SUR CHARLUS ET LE BOUILLON LIEBIG /Franc Schuerewegen -- LA RECONNAISSANCE PROUSTIENNE : DÉJÀ LU OU DÉJÀ VU /Edward Bizub -- PEREC, ROUSSEL ET PROUST : trois voyages extraordinaires à Venise /Manet van Montfrans -- PAS MON GENRE SWANN EN BD /Sjef Houppermans -- BULLETIN MARCEL PROUST, Nr. 57, Publication de la Société des Amis de Marcel Proust et des Amis de Combray, 2007, pp. 223 /Annelise Schulte Nordholt.
«Con la volontà dura come la roccia». Sciesopoli, una «colonia alpina per i bimbi del popolo» nell’Italia fascista
L’ex colonia fascista di Sciesopoli a Selvino, in provincia di Bergamo, è conosciuta soprattutto per aver ospitato dal settembre 1945 bambini ebrei reduci dai campi di concentramento nazisti. Meno indagata è stata invece l’attività della colonia alpina, celebrata dal Regime come modello da imitare e coordinata dalla Fondazione intitolata ai ‘martiri’ fascisti’ Enrico Tonoli e Cesare Melloni, attività che si intende qui scandagliare portandone alla luce le dimensioni assistenzialistica e propagandistica. DOI: 10.13134/978-88-32136-71-5
