Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-cite-them-right
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Bought privileges, educational segregation, status and prestige: The role and functions of elite schools and academic curricula in relation to education justice
Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT. (Pedagogiskt Arbete i Utbildning och Samhälle)
2019 (Engelska)Ingår i: Revista e-Curriculum, E-ISSN e-ISSN 1809-3876, Vol. 317, nr 3, s. 804-826Artikel i tidskrift (Refereegranskat) Published
Hållbar utveckling
Verkets författare anser att innehållet i publikationen faller inom ämnet hållbar utveckling.
Abstract [en]

The education of the poor is usually the target of global education politics for a more socially just and equal, and effective and productive society. But according to the present article the real problems in these respects are not about the education of the poor, so much as they are those of the rich upper-class and global elites, whose inheritance of social, cultural and economic power are secured in part through the reproduction in academic education of the values of bourgeois culture and the assumed superiority of its educational code: first in schools and their curricula and then in higher education and theirs. Schools and their curricula are in focus in the article. Using ethnographic and meta-ethnographic analyses an insight into a two-way relationship between the logic of action of elite schooling and the dangerous polarizations of value that can develop through social and academic segregation are presented and a critique of elite educational differentiation, segregation and socialization is given in terms of how elite schools provide skewed access to elite knowledge and future social positions for the children of the dominant socio-cultural and economic class fractions, in ways that counteract meritocracy and educational efficiency, and that also produce alarming concepts of the value of the self and other amongst their students with significant knock on effects for future democratic polity.

Ort, förlag, år, upplaga, sidor
2019. Vol. 317, nr 3, s. 804-826
Nyckelord [en]
Curriculum, Elite schools, Social justice, Academic curriculum, Education equality
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
URN: urn:nbn:se:hb:diva-21793DOI: 10.23925/1809-3876.2019v17i3p804-826OAI: oai:DiVA.org:hb-21793DiVA, id: diva2:1355485
Tillgänglig från: 2019-09-29 Skapad: 2019-09-29 Senast uppdaterad: 2019-10-08Bibliografiskt granskad

Open Access i DiVA

Fulltext saknas i DiVA

Övriga länkar

Förlagets fulltext

Personposter BETA

Beach, Dennis

Sök vidare i DiVA

Av författaren/redaktören
Beach, Dennis
Av organisationen
Akademin för bibliotek, information, pedagogik och IT
Utbildningsvetenskap

Sök vidare utanför DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetricpoäng

doi
urn-nbn
Totalt: 65 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-cite-them-right
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf