Schooling and Social Identity. Learning to Act your Age in Contemporary Britain. 1st ed. 2020.

Autor/in	Alexander, Patrick
Titel	Schooling and Social Identity. Learning to Act your Age in Contemporary Britain. 1st ed. 2020.
Quelle	London: Palgrave Macmillan UK (2020), XXV, 289 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-1-137-38831-5; 978-1-349-67837-2; 978-1-349-67838-9; 9781137388308
DOI	10.1057/978-1-137-38831-5
Schlagwörter	Bildungssoziologie; Ich; Identität; Individuelle Entwicklung; Schule; Schulbesuch
Abstract	This book examines the nature of age as an aspect of social identity and its relationship to experiences of formal education. Providing a new and critical approach to debates about age and social identity, the author explores why age remains such an important aspect of self-making in contemporary society. Through an ethnographic account of a secondary school in the south-east of England, the author poses three principal questions. Why are schools in English organised according to age? How do pupils and teachers learn to 'act their age' while at school? Ultimately, why does age remain such an important and complex organising concept for modern society? Cutting across lines of class and gender, this timely book will be of interest to students and scholars of self-making and identity in educational contexts, and others interested in how schooling socialises young people into categories of age as the foundational building blocks of modern society. Contents: Chapter 1. Introduction -- Chapter 2. Age in society: Framing social structure -- Chapter 3. The concept of age imaginaries -- Chapter 4. An archaeology of the recent past: Age and schooling in historical and contemporary social context -- Chapter 5. Learning to act your age in the classroom -- Chapter 6. Learning to act your age in the playground: Age and the social lives of secondary school students -- Chapter 7. Learning to act your age in the staffroom: Age imaginaries in the lives of 'younger teachers' -- Chapter 8. Conclusions.
Erfasst von	Universitätsbibliothek der Humboldt-Universität zu Berlin
Update	2022/2