Routledge Social Inequalities (Re)formed: Consulting pupils about learning

Product Description The increasing international interest in pupil consultation has been partly fuelled by the encouragement of personalised/individualised learning strategies and the involvement of pupils in their learning. Drawing on an in-depth study which consulted eight to fourteen year old pupils from a variety of ethnic and class backgrounds in different school settings, the book: offers a sociological study of learning through an exploration of the social inequalities in the control pupils have over their learning identifies, from a pupil’s perspective, the social conditions of learning within contemporary performance-oriented school cultures explores the ways in which the social conditions of learning differ for pupils according to their gender, race, social class and achievement levels identifies the ways in which pupils are being consulted by teachers and the social conditions for successful consultation. This book will appeal to masters and doctoral students in gender studies and equality studies/human rights programmes, as well as academics and researchers around the world. Synopsis There is now considerable international interest in pupil consultation. It has been fuelled to some extent by the encouragement of personalised/individualised learning strategies and the involvement of pupils in their learning. This book draws on an in-depth empirical sociological study which consulted eight to fourteen year old pupils with pupils from a variety of ethnic and class backgrounds in different school settings. The book: offers a sociological study of learning through an exploration of the social inequalities in the control pupils have over their learning identifies, from a pupil's perspective, the social conditions of learning within contemporary performance-oriented school cultures; explores the ways in which the social conditions of learning differ for pupils according to their gender, race, social class and achievement levels; and, identifies the ways in which pupils are being consulted by teachers and the social conditions for successful consultation. This book will appeal to Masters and Doctoral students in gender studies and equality studies/human rights programmes, as well as academics from across the globe. About the Author Madeleine Arnot is Fellow of Jesus College, Professor of Sociology of Education at the University of Cambridge and Fellow of the Academy of Social Sciences. She is an internationally recognised expert on gender issues in education, equality policies and citizenship education and has published key pieces on Bernstein’s sociology of pedagogy. Diane Reay has recently been appointed Professor of Education at the University of Cambridge. She is currently Professor of Education at London Metropolitan University. She is an internationally renowned expert on social class in education but has researched widely across gender, race and class issues in education.