Pub Date : 2021-10-02DOI: 10.1080/09620214.2021.1995778
Laura Engel, C. Maxwell, Miri Yemini, A. Koh
Schools have long been identified by sociologists as core institutions within society, responsible for contributing to the national, public good; contributing to the structural glue that holds together diverse national populations; developing the human capital that fuels the engines of the nation-state; and socializing young people into the structures that govern society. Sociologists of education have explored the relationship between schooling and social reproduction, particularly the ways that both micro and macro processes of social reproduction operate; the relationships between home and school in these processes; and the extent to which schools can in fact disrupt such reproductive tendencies. The final issue of 2021 is brought together to further examine the relationship between education, social mobility, and social reproduction across a multitude of educational sites around the world and from the perspective of various stakeholders: Teachers, parents, and students. Collectively, the articles pose a set of key questions: How is educational success of young people related to the very spaces in which education takes place? How do young people understand what contributes to their own sense of educational success? How do parents across social class boundaries bolster those successes at home? How are belonging, diversity, and inclusion fostered and understood in different school settings? The first article focuses on the nature of the relationship between education practices and the design of school facilities. By illuminating notions of place and education as they pertain to an alternative high school in Israel, Amitay and Rahav help develop perspectives on how teaching and learning processes are affected by the architectural and physical layout, and various components of the school. By making the place and space of the school itself visible and linking it to the pedagogical characteristics of the educational environment, it becomes possible to envision the kinds of emancipatory spaces that would enable improved educational practices for at risk youth, including those that have left the general schooling system. INTERNATIONAL STUDIES IN SOCIOLOGY OF EDUCATION 2021, VOL. 30, NO. 4, 359–361 https://doi.org/10.1080/09620214.2021.1995778
{"title":"Education and social mobility: possibilities, reproductive structures, discourse and materiality","authors":"Laura Engel, C. Maxwell, Miri Yemini, A. Koh","doi":"10.1080/09620214.2021.1995778","DOIUrl":"https://doi.org/10.1080/09620214.2021.1995778","url":null,"abstract":"Schools have long been identified by sociologists as core institutions within society, responsible for contributing to the national, public good; contributing to the structural glue that holds together diverse national populations; developing the human capital that fuels the engines of the nation-state; and socializing young people into the structures that govern society. Sociologists of education have explored the relationship between schooling and social reproduction, particularly the ways that both micro and macro processes of social reproduction operate; the relationships between home and school in these processes; and the extent to which schools can in fact disrupt such reproductive tendencies. The final issue of 2021 is brought together to further examine the relationship between education, social mobility, and social reproduction across a multitude of educational sites around the world and from the perspective of various stakeholders: Teachers, parents, and students. Collectively, the articles pose a set of key questions: How is educational success of young people related to the very spaces in which education takes place? How do young people understand what contributes to their own sense of educational success? How do parents across social class boundaries bolster those successes at home? How are belonging, diversity, and inclusion fostered and understood in different school settings? The first article focuses on the nature of the relationship between education practices and the design of school facilities. By illuminating notions of place and education as they pertain to an alternative high school in Israel, Amitay and Rahav help develop perspectives on how teaching and learning processes are affected by the architectural and physical layout, and various components of the school. By making the place and space of the school itself visible and linking it to the pedagogical characteristics of the educational environment, it becomes possible to envision the kinds of emancipatory spaces that would enable improved educational practices for at risk youth, including those that have left the general schooling system. INTERNATIONAL STUDIES IN SOCIOLOGY OF EDUCATION 2021, VOL. 30, NO. 4, 359–361 https://doi.org/10.1080/09620214.2021.1995778","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"30 1","pages":"359 - 361"},"PeriodicalIF":1.3,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46709196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-21DOI: 10.1080/09620214.2021.1981771
Tristan Bunnell, James M. Hatch
This paper explores the admissions practices of an ‘Elite Traditional International School’ (ETIS) in a large city in Japan. The school is seeing falling enrolment from its traditional clients e.g....
{"title":"‘Guarding the gate’: the hidden practices behind admission to an Elite Traditional International School in Japan","authors":"Tristan Bunnell, James M. Hatch","doi":"10.1080/09620214.2021.1981771","DOIUrl":"https://doi.org/10.1080/09620214.2021.1981771","url":null,"abstract":"This paper explores the admissions practices of an ‘Elite Traditional International School’ (ETIS) in a large city in Japan. The school is seeing falling enrolment from its traditional clients e.g....","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44596749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-29DOI: 10.1080/09620214.2021.1966826
Candace R. Kuby, J. Rowsell
ABSTRACT This article conceptualizes the notion of magic(al)ing in relation to post-pandemic ways of thinking about data production and analyses. Revisiting old data produced pre-COVID-19 and engaging with new data produced during COVID-19, we consider the possibilities and potential of magic(al)ing as a theoretical concept. We think with several ideas informed by feminist ‘new’ materialists and post-inspired philosophies to conceptualize magic(al)ing: monism, spacetimemattering, blooms spaces and the pedagogy of an affective world. Over a year, we embarked on a reading/thinking inquiry about magic and literacies and their combined strength in locating literacies as embodied, relational, and sensory. Magic(al)ing has the potential to frame literacy moments as socio-material instances filled with affective flows and intensities. The concept of magic(al)ing fosters a space to not only rethink literacy but also to explore humans in relation to literacies. Kuby returns to an orange-paper-frog-puppet , a magic(al)ing moment that she often comes back to when thinking of the be(com)ing of literacies, especially in the uncertain times we find ourselves in a pandemic. Rowsell returns to a flowery artifact by a little girl who took part in a makerspace study in April 2019, speculating on how the same research could be conducted during lockdown. We also think-with new, unexpected data produced during COVID-19. As we engage again with these magic(al)ing moments, we explore the guest editors’ question: What methodological approaches are possible, and which kinds of research collaborations are appropriate?
{"title":"Magic(al)ing in a time of COVID-19: becoming literacies and new inquiry practices","authors":"Candace R. Kuby, J. Rowsell","doi":"10.1080/09620214.2021.1966826","DOIUrl":"https://doi.org/10.1080/09620214.2021.1966826","url":null,"abstract":"ABSTRACT This article conceptualizes the notion of magic(al)ing in relation to post-pandemic ways of thinking about data production and analyses. Revisiting old data produced pre-COVID-19 and engaging with new data produced during COVID-19, we consider the possibilities and potential of magic(al)ing as a theoretical concept. We think with several ideas informed by feminist ‘new’ materialists and post-inspired philosophies to conceptualize magic(al)ing: monism, spacetimemattering, blooms spaces and the pedagogy of an affective world. Over a year, we embarked on a reading/thinking inquiry about magic and literacies and their combined strength in locating literacies as embodied, relational, and sensory. Magic(al)ing has the potential to frame literacy moments as socio-material instances filled with affective flows and intensities. The concept of magic(al)ing fosters a space to not only rethink literacy but also to explore humans in relation to literacies. Kuby returns to an orange-paper-frog-puppet , a magic(al)ing moment that she often comes back to when thinking of the be(com)ing of literacies, especially in the uncertain times we find ourselves in a pandemic. Rowsell returns to a flowery artifact by a little girl who took part in a makerspace study in April 2019, speculating on how the same research could be conducted during lockdown. We also think-with new, unexpected data produced during COVID-19. As we engage again with these magic(al)ing moments, we explore the guest editors’ question: What methodological approaches are possible, and which kinds of research collaborations are appropriate?","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"31 1","pages":"231 - 260"},"PeriodicalIF":1.3,"publicationDate":"2021-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44437362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-24DOI: 10.1080/09620214.2021.1966825
A. Tarabini
ABSTRACT The health emergency generated by COVID-19 and the massive closure of schools has given rise to an unprecedented situation for education systems worldwide. This situation has raised fundamental questions about the role of the school in contemporary societies and whether it still fulfils a particular function as a social institution. This article forwards a theoretical discussion on these issues from a critical sociological approach and, especially, from the perspective of social justice. It argues that the two main functions of schools, namely, socialisation and selection, cannot be fully achieved by distance schooling. Moreover, it contends that the lockdown of schools reinforced the crisis of meaning within the school system by hindering its ability to ensure learning for all students. Overall, the article presents a reflection on the meaning of the school institution in the 21st century, representing a key contribution to contemporary debates on the sociology of education.
{"title":"The role of schooling in times of global pandemic: a sociological approach","authors":"A. Tarabini","doi":"10.1080/09620214.2021.1966825","DOIUrl":"https://doi.org/10.1080/09620214.2021.1966825","url":null,"abstract":"ABSTRACT The health emergency generated by COVID-19 and the massive closure of schools has given rise to an unprecedented situation for education systems worldwide. This situation has raised fundamental questions about the role of the school in contemporary societies and whether it still fulfils a particular function as a social institution. This article forwards a theoretical discussion on these issues from a critical sociological approach and, especially, from the perspective of social justice. It argues that the two main functions of schools, namely, socialisation and selection, cannot be fully achieved by distance schooling. Moreover, it contends that the lockdown of schools reinforced the crisis of meaning within the school system by hindering its ability to ensure learning for all students. Overall, the article presents a reflection on the meaning of the school institution in the 21st century, representing a key contribution to contemporary debates on the sociology of education.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"31 1","pages":"427 - 445"},"PeriodicalIF":1.3,"publicationDate":"2021-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46010639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-17DOI: 10.1080/09620214.2021.1966827
Frederikke Skaaning Knage
Extended school non-attendance, commonly named truancy or school refusal, has over the last decade attracted attention among educational researchers. This article points to a need for theoretical p...
{"title":"Beyond the school refusal/truancy binary: engaging with the complexities of extended school non-attendance","authors":"Frederikke Skaaning Knage","doi":"10.1080/09620214.2021.1966827","DOIUrl":"https://doi.org/10.1080/09620214.2021.1966827","url":null,"abstract":"Extended school non-attendance, commonly named truancy or school refusal, has over the last decade attracted attention among educational researchers. This article points to a need for theoretical p...","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47363066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-06DOI: 10.1080/09620214.2021.1956995
A. Panos, Christy Wessel‐Powell, R. Weir, C. Pennington
ABSTRACT Critical literacy-focused messaging is already propelling place-based meaning-making in communities and streets. Literacy researchers must be part of this public development and revelation. Authors share learning from two longitudinal, publicly-engaged ethnographic projects in different Midwestern United States communities to offer waypoints key to understanding communities’ social and spatial processes in highly segregated (by social class and race) locales. Building on key understandings around precarity and responsibility, place in research, and community-based critical equity literacy, these studies reinforce relentlessly examining places people live, grow up, and attend schools bound by values-laden and material geographic touchpoints that mobilize and produce inequities. These acts of placemaking position literacy research and researchers' role as imperative in informing future policy decisions and advocacy for equity with a “precariat” public and offer the layered approaches and multiple perspectives necessary for justice-based work where findings produced will resonate and matter for the publics we serve.
{"title":"Waypoints for literacy researchers: boundary tracing, historicizing, and enacting critical equity literacies","authors":"A. Panos, Christy Wessel‐Powell, R. Weir, C. Pennington","doi":"10.1080/09620214.2021.1956995","DOIUrl":"https://doi.org/10.1080/09620214.2021.1956995","url":null,"abstract":"ABSTRACT Critical literacy-focused messaging is already propelling place-based meaning-making in communities and streets. Literacy researchers must be part of this public development and revelation. Authors share learning from two longitudinal, publicly-engaged ethnographic projects in different Midwestern United States communities to offer waypoints key to understanding communities’ social and spatial processes in highly segregated (by social class and race) locales. Building on key understandings around precarity and responsibility, place in research, and community-based critical equity literacy, these studies reinforce relentlessly examining places people live, grow up, and attend schools bound by values-laden and material geographic touchpoints that mobilize and produce inequities. These acts of placemaking position literacy research and researchers' role as imperative in informing future policy decisions and advocacy for equity with a “precariat” public and offer the layered approaches and multiple perspectives necessary for justice-based work where findings produced will resonate and matter for the publics we serve.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"31 1","pages":"80 - 103"},"PeriodicalIF":1.3,"publicationDate":"2021-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09620214.2021.1956995","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46138840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-30DOI: 10.1080/09620214.2021.1959378
S. Shields
{"title":"Curiosity and careers: Female working-class students’ experiences of university","authors":"S. Shields","doi":"10.1080/09620214.2021.1959378","DOIUrl":"https://doi.org/10.1080/09620214.2021.1959378","url":null,"abstract":"","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09620214.2021.1959378","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49624557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-27DOI: 10.1080/09620214.2021.1948894
Terézia Tomáschová
{"title":"Changes in Inequality of Educational Opportunity: The Long-Term Development in Germany;","authors":"Terézia Tomáschová","doi":"10.1080/09620214.2021.1948894","DOIUrl":"https://doi.org/10.1080/09620214.2021.1948894","url":null,"abstract":"","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"31 1","pages":"490 - 492"},"PeriodicalIF":1.3,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09620214.2021.1948894","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43339060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-23DOI: 10.1080/09620214.2021.1953396
Mauricio Braz de Carvalho, Cláudia Valentina Assumpção Galian
{"title":"The National Common Core Curriculum in Brazil: the power of knowledge linked to music","authors":"Mauricio Braz de Carvalho, Cláudia Valentina Assumpção Galian","doi":"10.1080/09620214.2021.1953396","DOIUrl":"https://doi.org/10.1080/09620214.2021.1953396","url":null,"abstract":"","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09620214.2021.1953396","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41445332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-21DOI: 10.1080/09620214.2021.1956996
Jennifer Feldman, J. Wallace
This article investigates the awarding of scholarships to students from historically disadvantaged communities to attend elite schools in South Africa. Specifically, the article analyses the narrat...
{"title":"‘Cultural capital in the wrong currency’: the reflective accounts of scholarship students attending elite secondary schools","authors":"Jennifer Feldman, J. Wallace","doi":"10.1080/09620214.2021.1956996","DOIUrl":"https://doi.org/10.1080/09620214.2021.1956996","url":null,"abstract":"This article investigates the awarding of scholarships to students from historically disadvantaged communities to attend elite schools in South Africa. Specifically, the article analyses the narrat...","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09620214.2021.1956996","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48111497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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