In this substantially revised and updated edition of her bestselling book, Diane Reay, herself working class turned Cambridge professor, examines the benefits and costs of educational success for the working classes, comparing working class and middle-class experiences and outcomes of education.
Drawing on over 500 interviews from working class children and young people, she looks at class identity, the inadequate sticking plaster of social mobility and the effects of wider economic and social class relationships on working class educational experiences.
She charts the impact of the rise of academies on education in the UK, the new emphasis on pedagogy, control and discipline and includes two all-new chapters offering a global perspective on education worldwide.
Addressing the still pressing question of why we have ended up with a system that educates the different social classes in fundamentally different ways, she provides clear recommendations for improving education to meet the needs of all children.
表中的内容
Introduction: a personal reflection
1. What is social class, and why it matters both inside and outside of education
2. The history of class in education
3. Class in the classroom
4. The mis-structuring of state education: the rise of the academies
5. Behaviour and discipline: education as control
6. Social mobility: a problematic solution
7. Lessons from other countries
8. Towards an educational system that develops all children’s potential
Conclusion: Still Miseducating
Notes
References
关于作者
Diane Reay grew up in a working class, coal mining community before becoming an inner city, primary school teacher for 20 years. She is now emeritus Professor of Education at the University of Cambridge and visiting Professor of Sociology at the LSE with particular interests in social justice issues in education, and cultural analyses of social class, race and gender. She has researched extensively in the areas of social class, gender and ethnicity across primary, secondary and post-compulsory stages of education. with particular interests in social justice issues in education, and cultural analyses of social class, race and gender. She has researched extensively in the areas of social class, gender and ethnicity across primary, secondary and post-compulsory stages of education.
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