Literaturnachweis - Detailanzeige
Autor/in | Stahl, Garth |
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Titel | Aspiration Paradoxes: Working-Class Student Conceptions of Power in 'Engines of Social Mobility' |
Quelle | In: International Journal of Qualitative Studies in Education (QSE), 31 (2018) 7, S.557-571 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0951-8398 |
DOI | 10.1080/09518398.2017.1286404 |
Schlagwörter | Foreign 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) Ausland; Streben; Arbeiterklasse; Schülerverhalten; Soziale Mobilität; Male; Männliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Post-secondary education; Tertiäre Bildung; Sozialer Wert; Neo-liberalism; Neoliberalismus; Ethnografie; Teaching method; Lehrmethode; Unterrichtsmethode; Diskursanalyse; Männlichkeit |
Abstract | This 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). |
Anmerkungen | Routledge. 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 von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |