Schooling, Selection and Social Mobility over the Last 50 Years: An Exploration through Stories of Lifelong Learning Journeys

Autor/inn/en	Gristy, Cath; Letherby, Gayle; Watkins, Ruth
Titel	Schooling, Selection and Social Mobility over the Last 50 Years: An Exploration through Stories of Lifelong Learning Journeys
Quelle	In: British Journal of Educational Studies, 68 (2020) 2, S.161-177 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2019.1589416
Schlagwörter	Lifelong Learning; Social Mobility; Foreign Countries; Age Groups; Educational Change; Educational Legislation; Ability Grouping; Equal Education; Personal Narratives; Social Justice; Social Theories; Secondary Education; Educational Testing; Employment Opportunities; Gender Differences; Social Differences; United Kingdom (Great Britain); United Kingdom (England) + Suchen Sie Ihr Suchwort? Life-long learning; Lebenslanges Lernen; Soziale Mobilität; Ausland; Age grop; Altersgruppe; Bildungsreform; Bildungsrecht; Schulgesetz; Homogene Gruppierung; Niveaugruppierung; Streaming; Erlebniserzählung; Soziale Gerechtigkeit; Gesellschaftstheorie; Sekundarbereich; Berufschance; Beschäftigungschance; Geschlechterkonflikt; Sozialer Unterschied
Abstract	This paper explores the impact of selection by ability in schooling systems on individual lives. It draws on narratives collected with a group of 18 people (accessed through a local U3A group) who were at school in Britain in a period from the 1940s through to the 1960s. This period saw significant changes in society and to schooling following the 1944 Education Act and the so-called tripartite school system which ensued. Drawing on the concept of the 'sociological imagination', the 'personal troubles' of individuals are drawn together with the 'public issue' of a national schooling system that segregated children by ability. Analysis of the narratives reveals the selection tests based on ability (the 11+) to be a key fulcrum in all their lives. The paper contributes to ongoing debates about selection, equity and social justice in contemporary schooling systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01