Identities and Practices of High Achieving Pupils
(Sprache: Englisch)
Addresses the tension between high achievement and popularity in secondary schools, exploring the sociological impact of this in the lives of young people.
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Produktinformationen zu „Identities and Practices of High Achieving Pupils “
Addresses the tension between high achievement and popularity in secondary schools, exploring the sociological impact of this in the lives of young people.
Inhaltsverzeichnis zu „Identities and Practices of High Achieving Pupils “
Introduction; 1. The Policy Context: Educational 'standards' and human capital; 2. Conceptualising High Achievement: Theoretical perspectives on social identity and achievement; 3. Enabling High Achievement: The shared practices of high achieving pupils; 4. 'Boffins and Geeks': The social consequences for young people constructed as 'too hardworking'; 5. The Challenge of 'Balance': Anxieties concerning the tension between high achievement and popularity; 6. High Achieving and Popular: The ideal neoliberal subject?; 7. The Classroom Practices Adopted by Pupils Accomplishing Popularity and High Achievement; 8. Implications for Schools; Index.
Autoren-Porträt von Becky Francis
Christine Skelton is Professor of Gender Equality in Education at University of Birmingham, UK. Barbara Read is Senior Lecturer at the Department of Education, Roehampton University, UK. Becky Francis is Director of Education at the Royal Society for the Encouragement of Arts, Manufactures and Commerce (RSA), UK, and Visiting Professor at King's College London, UK, and Roehampton University, UK.
Bibliographische Angaben
- Autor: Becky Francis
- 2012, Maße: 15,7 x 1,7 cm, Kartoniert (TB), Englisch
- Verlag: Bloomsbury Academic
- ISBN-10: 1441121560
- ISBN-13: 9781441121561
Sprache:
Englisch
Rezension zu „Identities and Practices of High Achieving Pupils “
'This important and illuminating book will be invaluable to anyone working with high-attaining students. The elucidation of the complexities of these students' social worlds, and of how they balance social acceptance with educational attainment, makes for fascinating reading.' Carrie Paechter, Professor of Education, Goldsmiths College, University of London, UK
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