Schooling and Social Identity

Learning to Act your Age in Contemporary Britain
2020
ISBN: 978-1-137-38830-8
Verlag: Palgrave Macmillan UK

Buch, Englisch, 289 Seiten, Format (B × H): 153 mm x 216 mm, Gewicht: 523 g

This book examines the nature of age as an aspect of social identity and its relationship to experiences of formal education. Providing a new and critical approach to debates about age and social identity, the author explores why age remains such an important aspect of self-making in contemporary society. Through an ethnographic account of a secondary school in the south-east of England, the author poses three principal questions. Why are schools in English organised according to age? How do pupils and teachers learn to ‘act their age’ while at school? Ultimately, why does age remain such an important and complex organising concept for modern society? Cutting across lines of class and gender, this timely book will be of interest to students and scholars of self-making and identity in educational contexts, and others interested in how schooling socialises young people into categories of age as the foundational building blocks of modern society. 

Zielgruppe

Research

Autoren/Hrsg.

Alexander, Patrick

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erwachsenenbildung, lebenslanges Lernen
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Soziologie, Bildungssoziologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Differentielle Psychologie, Persönlichkeitspsychologie

Inhaltsverzeichnis

Chapter 1. Introduction.- Chapter 2. Age in society: Framing social structure.- Chapter 3. The concept of age imaginaries.- Chapter 4. An archaeology of the recent past: Age and schooling in historical and contemporary social context.- Chapter 5. Learning to act your age in the classroom.- Chapter 6. Learning to act your age in the playground: Age and the social lives of secondary school students.- Chapter 7. Learning to act your age in the staffroom: Age imaginaries in the lives of 'younger teachers'.- Chapter 8. Conclusions

Über Autor(innen)

Patrick Alexander is Reader in Education and Anthropology at Oxford Brookes University, UK.  He is also Director of the Oxford Brookes Centre for Educational Consultancy and Development.