NotesFAQContact Us
Collection
Advanced
Search Tips
Assessments and Surveys
Program for International…1
What Works Clearinghouse Rating
Showing 1 to 15 of 77 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Gellman, Mneesha – British Journal of Sociology of Education, 2019
This article critically examines bilingual, intercultural education policies and practices in El Salvador and Mexico. In the context of legacies of assimilation and neoliberal homogenization, certain kinds of citizenship become prioritized over others. This is visible where performances of local identity clash with state mandates about educational…
Descriptors: Foreign Countries, American Indian Education, Bilingual Education, Educational Policy
Peer reviewed Peer reviewed
Direct linkDirect link
de la Maza, Francisca; Bolomey, Carlos – British Journal of Sociology of Education, 2019
This article examines from a historical and contemporary perspective the political, educational and linguistic demands of Mapuche intellectuals and organisations and how they have been addressed by public policy in Chile. In particular, the article focuses on the Araucanía Region, part of the ancestral territory of the Mapuche people. We adopt a…
Descriptors: American Indians, American Indian Languages, Political Attitudes, Public Policy
Peer reviewed Peer reviewed
Direct linkDirect link
Jean-Pierre, Marky – British Journal of Sociology of Education, 2019
This article assesses the position of post-colonial societies within a neoliberal paradigm through an analysis of the role of language in education and the importance of adequate academic preparation for social development. Generally, teacher-student interactions constitute the foundational substance of learning processes. Since education revolves…
Descriptors: Neoliberalism, Creoles, Language of Instruction, Social Development
Peer reviewed Peer reviewed
Direct linkDirect link
Vincent, Carol – British Journal of Sociology of Education, 2019
This paper explores how teachers respond to the requirement to promote 'fundamental British values' (FBV) to their pupils. It offers a preliminary analysis of data drawn from interviews with teachers and (mostly lesson) observations in schools. It argue that, first, the policy cannot be understood without a consideration of the multi-layered…
Descriptors: Social Values, Foreign Countries, Teacher Attitudes, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Bellino, Michelle J.; Dryden-Peterson, Sarah – British Journal of Sociology of Education, 2019
This article explores the impact of global policy shifts toward 'national integration' on schooling for refugee youth in Kenya. Based on interviews and classroom observations in Kakuma Refugee Camp, we theorize that integration manifests in a multidirectional, hierarchical manner as few refugees integrate "up" into government schools,…
Descriptors: Refugees, Foreign Countries, Civil Rights, Access to Education
Peer reviewed Peer reviewed
Direct linkDirect link
Thomas, Matthew Krehl Edward; Whitburn, Benjamin Jay – British Journal of Sociology of Education, 2019
This article examines the constraints of modern temporality which are antithetical to the careful consideration that working with diverse learners requires for the development of inclusive, democratic education. We take up the conceptual construct of time to explore how it mediates systemic practices that impact policy positions of inclusion in…
Descriptors: Student Diversity, Inclusion, Democratic Values, Elementary Secondary Education
Peer reviewed Peer reviewed
Direct linkDirect link
Seghers, Marie; Boone, Simon; Van Avermaet, Piet – British Journal of Sociology of Education, 2019
Social class differences in educational decision-making form an important explanation for persisting educational inequalities, particularly in choice-driven systems with early tracking. Nevertheless, little is known about the process preceding these choices, especially when school and track choice are interrelated. Building on school choice…
Descriptors: Social Class, Decision Making, Equal Education, Social Differences
Peer reviewed Peer reviewed
Direct linkDirect link
Martindale, Nicholas – British Journal of Sociology of Education, 2019
Critics claim that outsourcing the running of 7000 state-funded schools under England's Academies Programme has caused a rapid increase in the number of pupils taught by teachers without Qualified Teacher Status (QTS). However, it is unclear whether Academies are simply more exposed to contexts associated with higher rates of teachers without QTS…
Descriptors: Foreign Countries, Outsourcing, Educational Quality, Neoliberalism
Peer reviewed Peer reviewed
Direct linkDirect link
Holligan, Chris – British Journal of Sociology of Education, 2018
Cultural reproduction is rarely, if ever, theorised through clandestine practices of sexual offending by teachers in the gendered hierarchies of state schools. Drawing upon Freedom of Information requests and other official qualitative data provided by a U.K. teaching council, this article endeavours to explain the form of a gendered cultural…
Descriptors: Foreign Countries, Cultural Influences, Gender Issues, Identification (Psychology)
Peer reviewed Peer reviewed
Direct linkDirect link
Hope, Max A.; Hall, Joseph J. – British Journal of Sociology of Education, 2018
This article explores the growing interest in schools which are aimed at children and young people who are lesbian, gay, bisexual, transgendered and questioning (LGBTQ), schools described as LGBTQ-affirming. Schools which target specific groups of students are sometimes viewed as being anti-inclusive because they assign labels to students and…
Descriptors: Homosexuality, Sexual Orientation, Sexual Identity, Inclusion
Peer reviewed Peer reviewed
Direct linkDirect link
Villegas, Francisco J. – British Journal of Sociology of Education, 2018
In 2007, the Toronto District School Board (TDSB) passed the 'Students Without Legal Immigration Status Policy', commonly known as the Don't Ask, Don't Tell policy. While the policy assured undocumented students' admission to schools on paper, it remains to be fully implemented. In addition, given the discursive connection between immigration…
Descriptors: Foreign Countries, Undocumented Immigrants, School Districts, Educational Policy
Peer reviewed Peer reviewed
Direct linkDirect link
Machin, Denry – British Journal of Sociology of Education, 2018
This paper examines how one particular class of educational leader--international school Heads--relate to managerialism. Representing a novel site of new theorisation, the independence enjoyed by these leaders allows a 'purer' view of managerialism as experienced 'in here' (inside the subject), not just as a reaction to what is 'out there' (i.e.…
Descriptors: International Schools, Educational Administration, Governance, Interviews
Peer reviewed Peer reviewed
Direct linkDirect link
Myers, Martin; Bhopal, Kalwant – British Journal of Sociology of Education, 2018
The number of families who choose to home educate has significantly increased in the last decade. This article explores the experiences of British Muslims who home educate using data from a larger study exploring the views of a diverse range of families. Drawing on the work of Beck, we discuss how 'risk' is understood in relation to Muslim home…
Descriptors: At Risk Students, Muslims, Home Schooling, Family Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Groves, Julian M.; O'Connor, Paul – British Journal of Sociology of Education, 2018
We examine school choices made by western expatriate parents in post-colonial Hong Kong in order to understand the essence of imagined global citizenship and its implications for existing ethnic and class inequalities in the education system. Responding to changes in the global job market, a small but increasingly visible group of parents are…
Descriptors: Foreign Countries, School Choice, Parent Attitudes, Ethnic Groups
Peer reviewed Peer reviewed
Direct linkDirect link
Bayhan, Sezen; Gök, Fatma – British Journal of Sociology of Education, 2017
This article examines an effort to spatially re-organise urban public schools in the largest city in Turkey. Recently, the Turkish government has made an effort to relocate inner-city public schools in Istanbul to less desirable parts of the city. Analysing how education policy in the country is tied to wider political mechanisms and considering…
Descriptors: Educational Policy, Neoliberalism, Foreign Countries, Urban Schools
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6