{"title":"二十年的学校生活:重访","authors":"P. Ainley","doi":"10.11120/elss.2011.03030008","DOIUrl":null,"url":null,"abstract":"Abstract An analysis of university students’ autobiographical accounts of their education, published in 2007, reveals the enduring salience of social class as a sociologically explanatory concept. Simultaneously, using the case of the November 2010 student protests against the proposed HE cuts and the fee hike, attention is drawn to how the distribution of educational (dis)advantage can be used and change shape in specific politico-historical circumstances","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"25 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2011-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Twenty years of schooling: revisited\",\"authors\":\"P. Ainley\",\"doi\":\"10.11120/elss.2011.03030008\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract An analysis of university students’ autobiographical accounts of their education, published in 2007, reveals the enduring salience of social class as a sociologically explanatory concept. Simultaneously, using the case of the November 2010 student protests against the proposed HE cuts and the fee hike, attention is drawn to how the distribution of educational (dis)advantage can be used and change shape in specific politico-historical circumstances\",\"PeriodicalId\":147930,\"journal\":{\"name\":\"Enhancing Learning in the Social Sciences\",\"volume\":\"25 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2011-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Enhancing Learning in the Social Sciences\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.11120/elss.2011.03030008\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Enhancing Learning in the Social Sciences","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.11120/elss.2011.03030008","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Abstract An analysis of university students’ autobiographical accounts of their education, published in 2007, reveals the enduring salience of social class as a sociologically explanatory concept. Simultaneously, using the case of the November 2010 student protests against the proposed HE cuts and the fee hike, attention is drawn to how the distribution of educational (dis)advantage can be used and change shape in specific politico-historical circumstances
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