Fragile Legitimacy: Exclusive Boarding Schools between the Meritocratic Norm and Their Clientele's Desire for a Competitive Advantage

Autor/inn/en	Erichsen, Jakob; Waldow, Florian
Titel	Fragile Legitimacy: Exclusive Boarding Schools between the Meritocratic Norm and Their Clientele's Desire for a Competitive Advantage
Quelle	In: European Education, 52 (2020) 2, S.102-116 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-4934
DOI	10.1080/10564934.2020.1723420
Schlagwörter	Boarding Schools; Social Environment; Competition; Parent Aspiration; Neoliberalism; Social Status; Comparative Education; Foreign Countries; Advantaged; Secondary School Students; Selective Admission; Admission Criteria; Tests; Scholarship; Advertising; Academic Standards; Academic Failure; Public Schools; United Kingdom (England); Germany + Suchen Sie Ihr Suchwort? Boarding school; Internat; Soziales Umfeld; Wettkampf; Elternwille; Neo-liberalism; Neoliberalismus; Sozialer Status; Vergleichende Erziehungswissenschaft; Ausland; Sekundarschüler; Bildungsselektion; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Examination; Prüfung; Examen; Scholarships; Stipendium; Werbung; Public school; Öffentliche Schule; Deutschland
Abstract	Exclusive boarding schools in social environments where the meritocratic norm is prevalent are faced with a tension between parents' desire to give their children a head start in the competition for educational qualifications, social prestige and jobs on the one hand and the powerful social norm of advancement by merit under conditions of "equal opportunity" on the other. This article looks at how two exclusive boarding schools, Eton College in England and Schule Schloss Salem in Germany, deal with this double challenge in presenting themselves to their environment, attempting to preserve social legitimacy while staying attractive to their clientele. The article shows that the ways in which the schools deal with these conflicting demands depends strongly on the differing systems contexts they find themselves in. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01