Successful Subjectivities? The Successification of Class, Ethnic and Gender Positions

Autor/inn/en	Bradford, Simon; Hey, Valerie
Titel	Successful Subjectivities? The Successification of Class, Ethnic and Gender Positions
Quelle	In: Journal of Education Policy, 22 (2007) 6, S.595-614 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
Schlagwörter	Social Differences; Justice; Student Diversity; Foreign Countries; Public Policy; Social Influences; Social Class; Gender Differences; Ethnicity; Educational Policy; Secondary School Students; Student Attitudes; Educational Quality; Academic Aspiration; Feminism; Single Sex Schools; United Kingdom (London) + Suchen Sie Ihr Suchwort? Sozialer Unterschied; Gerechtigkeit; Ausland; Öffentliche Ordnung; Sozialer Einfluss; Social classes; Soziale Klasse; Geschlechterkonflikt; Ethnizität; Politics of education; Bildungspolitik; Sekundarschüler; Schülerverhalten; Quality of education; Bildungsqualität; Feminismus; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule
Abstract	This article draws on data collected during a pilot study conducted in two west London schools exploring young people's understandings of success. It considers ways in which "discourses of success," as part of New Labour's project of re-inventing schooling, may shape young people's subjectivity. The article examines articulations between New Labour policy and aspects of social difference and how these structure new identifications with success. In particular, the article explores how class, gender and ethnicity shape discourses of success and how they are implicated in their distribution. In conclusion, the article indicates how current education policy (particularly in relation to educational success) articulates the "public" domain with dimensions of the "private" self and suggests that understanding this is vital in the pursuit of social justice. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10