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How can we understand the identities and educational (dis)engagement of urban, working-class young people? How are schools and educational policies implicated in these young people's difficult relationships with education and how might they help to support and engage urban youth? What are the social justice implications?This book critically engages with contemporary notions of 'at risk' youth. It explores the complexity of urban, working-class young people's relationships with education and schooling and discusses strategies for addressing these issues.Drawing on a two year study of urban 14-16 year olds, educational professionals and parents, the book focuses in depth on the views and experiences of 89 ethnically diverse young Londoners who had been identified by their schools as 'at risk of dropping out of education' and as 'unlikely to progress into post-16 education'.The book provides an important contribution to educational policy and practice by providing an informative and accessible overview of key issues, debates and theoretical frameworks, drawing across the disciplines of education, sociology and feminist theory.
Louise Archer is Professor of Sociology of Education at King's College London, UK. Her research focuses on educational identities and inequalities of race, social class and gender.
Heather Mendick is Senior Lecturer in Education at Goldsmiths, University of London, UK. She is author of Masculinities in Mathematics (Open University Press, 2006)
Sumi Hollingworth is Senior Research Fellow at the Institute for Policy Studies in Education (IPSE) at London Metropolitan University, UK.
Table of Contents
Series editors' preface
Social exclusion, risk and urban schools
'The Street', 'the estate' and 'my trainers': social class and urban education
Entangled identities: 'race', ethnicity and schooling
'Responsible boys' and 'glamorous girls'? Gender and schooling
Aspirations and 'the future'
Respect, reciprocity and relevance: the three Rs for urban schools
Choice or coercion? Policies to promote educational engagement
Young people interviewed
Educational professionals interviewed
Table of Contents provided by Ingram. All Rights Reserved.