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Youth insecurity in schools: what’s going on with class?

Youth insecurity in schools: what’s going on with class? AbstractYoung people from working-class backgrounds are feeling increasingly insecure in school, and for good reasons. The institution of schooling is being converted into an instrument of neoliberal control. In this paper, I discuss how schools are becoming increasingly insecure places for working-class young people, and how they are responding, and I do this in four parts; first, through the construction of a particular kind of classed learning identity; second, I make the case for why we need a more explicit focus on social class in schooling; third, I pursue how working-class students are being taught to ‘learn their place’ in school, and what this means for sociological analysis; and finally, in moving beyond a bleak and deterministic interpretation, I provide some examples of counter-storytelling to illustrate how working-class culture ‘speaks back’ to the institution of schooling. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Studies in Sociology of Education Taylor & Francis

Youth insecurity in schools: what’s going on with class?

International Studies in Sociology of Education , Volume 26 (2): 17 – Apr 2, 2017

Youth insecurity in schools: what’s going on with class?

International Studies in Sociology of Education , Volume 26 (2): 17 – Apr 2, 2017

Abstract

AbstractYoung people from working-class backgrounds are feeling increasingly insecure in school, and for good reasons. The institution of schooling is being converted into an instrument of neoliberal control. In this paper, I discuss how schools are becoming increasingly insecure places for working-class young people, and how they are responding, and I do this in four parts; first, through the construction of a particular kind of classed learning identity; second, I make the case for why we need a more explicit focus on social class in schooling; third, I pursue how working-class students are being taught to ‘learn their place’ in school, and what this means for sociological analysis; and finally, in moving beyond a bleak and deterministic interpretation, I provide some examples of counter-storytelling to illustrate how working-class culture ‘speaks back’ to the institution of schooling.

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References (103)

Publisher
Taylor & Francis
Copyright
© 2016 Informa UK Limited, trading as Taylor & Francis Group
ISSN
1747-5066
eISSN
0962-0214
DOI
10.1080/09620214.2016.1191964
Publisher site
See Article on Publisher Site

Abstract

AbstractYoung people from working-class backgrounds are feeling increasingly insecure in school, and for good reasons. The institution of schooling is being converted into an instrument of neoliberal control. In this paper, I discuss how schools are becoming increasingly insecure places for working-class young people, and how they are responding, and I do this in four parts; first, through the construction of a particular kind of classed learning identity; second, I make the case for why we need a more explicit focus on social class in schooling; third, I pursue how working-class students are being taught to ‘learn their place’ in school, and what this means for sociological analysis; and finally, in moving beyond a bleak and deterministic interpretation, I provide some examples of counter-storytelling to illustrate how working-class culture ‘speaks back’ to the institution of schooling.

Journal

International Studies in Sociology of EducationTaylor & Francis

Published: Apr 2, 2017

Keywords: Working class; youth insecurity; place; deficit discourses; classed learning identity

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