rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Working-Class Boys and Educational Success
    sub title: Teenage Identities, Masculinities and Urban Schooling
  name:
    name part: Ingram, Nicola.
    role:
      role term: creator
    role:
      role term: author.
    role:
      role term: aut
    role:
      role term: http://id.loc.gov/vocabulary/relators/aut
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: xxk
    date issued: 2018
    edition: 1st ed. 2018.
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XI, 244 p. 13 illus., 12 illus. in color. online resource.
  abstract: This book examines the complex relationship between working-class masculinities and educational success. Drawing on a small sample of young men attending either a selective grammar or a secondary school in the same urban area of Belfast, the author demonstrates that contrary to popular belief, some working-class boys are engaged with education, are motivated to succeed and have high aspirations. However, the structures of schooling in a society where working class-ness is seen as feckless, tasteless and cultureless make the processes of becoming successful more challenging than they need to be. This volume reveals the unique processes of reconciling success and identities for individual working-class boys, and the important role schools have to play in this negotiation. Highly relevant to those engaged in teacher training in socially unequal societies, this book will also appeal to practitioners, sociologists of education, scholars of social justice and Bourdieusian theorists.
  table of contents: Chapter 1. The Class Feeling -- Chapter 2. Success, Class, and Masculinities -- Chapter 3. Negotiating with Bourdieu -- Chapter 4. Researching with Working-Class Teenage Boys: A Working-Class Feminist Approach -- Chapter 5. Systemic Social Segregation -- Chapter 6. Congruent and Discordant Habitus -- Chapter 7. Negotiating Habitus -- Chapter 8. Conclusion.
  note: by Nicola Ingram.
  subject:
    topic: Gender identity in education
  subject:
    topic: Teaching
  subject:
    topic: Educational sociology
  subject:
    topic: Schools
  subject:
    topic: Gender and Education
  subject:
    topic: Teaching and Teacher Education
  subject:
    topic: Sociology of Education
  subject:
    topic: Schools and Schooling
  classification: LC212.9-212.93
  classification: 370.81
  related item:
    title info:
      title: Springer eBooks
  related item:
    title info:
      title: Palgrave Studies in Gender and Education
  identifier: 9781137401595
  identifier: https://doi.org/10.1057/978-1-137-40159-5
  record info:
    record creation date: 180515
    record change date: 20191026122005.0
    record identifier: 978-1-137-40159-5