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First published in 1983, Gender, Class and Education is a collection of papers that formed presentations at the Westhill Sociology of Education Conference in January 1982, and is the fifth such collection to emerge from the annual conference. The conference theme, ‘Race, Class and Gender’, was not only chosen because of its topicality, but also to provide a framework for debate between educational researchers and teachers. The papers focus on the reproduction of gender relations through education and provide important insights into how this process works, how it is resisted in schools and colleges, and the possibilities for radical intervention. This volume includes three teaching bibliographies on gender and education which were not presented at the conference, but were compiled specially for the book.
Rosemary Deem provides students with a concise introduction to a range of issues and debates surrounding work, unemployment and leisure in contemporary societies. Beginning with an examination of the social and historical factors which have shaped work and leisure patterns in modern Britain, she shows how the boundaries between them are culturally constructed and change over time. As well as looking at the effects of class, Work, Unemployment and Leisure also considers gender, race and ethnicity dimensions. The author takes a wide view of work, encompassing work carried out both within and outside the formal economy. The chapter on unemployment considers the lives of those who are unemployed, and the impact of unemployment on work and leisure. There is a critical analysis of leisure itself and some recent controversies are considered. The final chapter contains a discussion of the future of work and leisure in industrial societies.
International in scope, this is an unprecedented compilation of current theories and perspectives on women and leadership issues in schools at all levels.
In Western societies, leisure has been a major force in changing people's lives. The containment of working time and the rise in spending power have been long-term trends and are likely to continue over the next decades. While growth of leisure may not have eradicated differences by social class, gender or age, it has transformed how these differences are expressed, challenged or modified. In parallel, leisure studies has itself developed significantly as an academic discipline. This second edition is a complete rewrite of the first edition published in 1999. It is an introductory undergraduate text on leisure. It has a sociological perspective and discusses recent debates and research on topics such as post-modernity, consumer cultures and lifestyles.
The book examines whether educational reforms are attributable to 'new right' ideologies or to broader notions of 'new managerialism', before looking critically at concepts of active citizenship, what constitutes lay administration of schools, and the knowledge resources drawn upon by lay school governors. Careful attention is paid to issues of class, gender and ethnicity, and the voices of both governors and teachers are heard throughout. The book will be relevant to anyone concerned with critical public policy, the governance and management of schools and/or educational reform, including school governors, teachers and headteachers, policy makers and politicians. All three authors are experienced school governors.
This first book-length study of girls' primary education in France gives a concrete picture of how Frenchwomen were, and are, prepared for their roles in society. Until the 1960s, the primary school provided the only formal education for the majority of French children. Long recognized as a major inculcator of patriotic and moral values, the French primary school also played the vital role of preparing girls for their expected adult lives. Linda L. Clark describes in detail this socialization process. By analyzing a wide variety of documents from 1870 to the present--textbooks, curriculum materials, students' notebooks, examination questions, inspectors' reports, and teachers' memoirs--she has uncovered not only what was taught to girls, but the social and political assumptions that lay behind the primary school's messages about feminine personalities and activities. The book goes on to establish the relationship of feminine images to important aspects of French social, economic, and political life. A chapter on the preparation of girls for the world of work, for example, reveals the discrepancy between formal teaching about "femininity" and women's actual participation in society.
CONTRIBUTIONS TO THE SOCIOLOGY OF LANGUAGE brings to students, researchers and practitioners in all of the social and language-related sciences carefully selected book-length publications dealing with sociolinguistic theory, methods, findings and applications. It approaches the study of language in society in its broadest sense, as a truly international and interdisciplinary field in which various approaches, theoretical and empirical, supplement and complement each other. The series invites the attention of linguists, language teachers of all interests, sociologists, political scientists, anthropologists, historians etc. to the development of the sociology of language.
The Church and the World, Vol. 2, no. 2 June 2013 The JMT focuses on Catholic moral theology. It is concerned with contemporary issues as well as our deeply rooted tradition of inquiry about the moral life. JMT's mission is to publish scholarly articles in the field of moral theology, as well as theological treatments of related topics in philosophy, economics, political philosophy, and psychology. The JMT is sponsored by the Fr. James M. Forker Professorship of Catholic Social Teaching and the College of Liberal Arts at Mount St. Mary's University.
Integrating analytical tools from feminist theory, cultural studies and sociology to illuminate detailed historical evidence, Sonya Rose argues that gender was a central principle of the 19th century industrial transformation in England.