Search results

You are looking at 11 - 13 of 13 items for :

  • "education marketization" x
  • Refine by access: All content x
Clear All
Mapping the inequitable foundations of Dreamfields’ conveyor belt
Christy Kulz

, you know, whether or not I personally agree with it from a moral point, I know that as a teacher in Goldport schools, you’ve got to have those kids and those parents on board. You’ve got to. Dreamfields’ survival in the education market is tied to the steady generation of exam results, and, as Ms Wainwright describes, the middle-class child – c­ onsistently envisioned as white – features as a valuable commodity. This reflects Reay and her colleagues’ assertion that in a target-driven culture (white) middle-class children are perceived as valuably helping schools

in Factories for learning
The claim of reason
Ruth Sheldon

, the public criticisms of Old University had circulated via the national and international presses, attracting the attention of senior politicians. As Justin emphasised to me, students at this university were confident that their political actions could reach a global audience. As such, the stakes were significant for an institution whose exemplary academic reputation functioned as symbolic capital within a global higher education market. The tension facing the institution between being seen to secure student welfare and academic freedom was highlighted to me by an

in Tragic encounters and ordinary ethics
Doing critical qualitative and ethnographic work across an academised educational landscape
Christy Kulz, Ruth McGinity, and Kirsty Morrin

state and the social consequences of educational selectiveness (Gillborn, 2008 ; Tomlinson, 2001 ). Reay’s ( 1998 , 2017 ) work has focused on how classed difference is produced and reiterated through educational structures, while Rollock ( 2015 ) and her colleagues have shown how black middle-class Britons navigate the English education market. In addition, critical studies of policy bring

in Inside the English education lab