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Autor/inStahl, Garth
TitelAspiration Paradoxes: Working-Class Student Conceptions of Power in 'Engines of Social Mobility'
QuelleIn: International Journal of Qualitative Studies in Education (QSE), 31 (2018) 7, S.557-571 (15 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0951-8398
DOI10.1080/09518398.2017.1286404
SchlagwörterForeign Countries; Aspiration; Working Class; Student Attitudes; Power Structure; Social Mobility; Males; Adolescents; Educational Attitudes; Postsecondary Education; Social Values; Neoliberalism; Ethnography; Mixed Methods Research; Teaching Methods; Semi Structured Interviews; Focus Groups; Discourse Analysis; Masculinity; United Kingdom (London)
AbstractThis paper examines the relationship between 'aspiration' and identity as rendered within discourses of power. Focusing on the deeply ingrained values of a group of 23 white working-class boys from South London (aged 14-16), the research critically considers the conception of power within a neoliberal era which produces both new subjectivities and new counter-narratives. The research examines a group of boys who fully acknowledge that post-compulsory education would enhance their power in society but who simultaneously articulated how accruing power made them feel uncomfortable. There exists a tension between the working-class values inculcated in the community and the neoliberal prerogatives of the school; as a result, their shared habitus engages in a continual process of reconciling competing and contrasting conceptions of what it is to be powerful. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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