Housing Mix, School Mix: Barriers to Success

Autor/inn/en	Camina, M. M.; Iannone, P.
Titel	Housing Mix, School Mix: Barriers to Success
Quelle	In: Journal of Education Policy, 29 (2014) 1, S.19-43 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2013.783933
Schlagwörter	Foreign Countries; Barriers; Racial Composition; Case Studies; Educational Environment; Neighborhoods; Student Attitudes; Parent Attitudes; Housing; Suburban Schools; Social Discrimination; School Choice; Middle Class; Social Class; Admission (School); Semi Structured Interviews; Teacher Attitudes; Principals; Administrator Attitudes; Social Influences; Place of Residence; Educational Policy; Ownership; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Neighbourhoods; Nachbarschaft; Schülerverhalten; Elternverhalten; Unterkunft; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Soziale Benachteiligung; Soziale Schließung; Choice of school; Schulwahl; Mittelschicht; Social classes; Soziale Klasse; Lehrerverhalten; Principal; Schulleiter; Sozialer Einfluss; Wohnort; Politics of education; Bildungspolitik; Eigentum
Abstract	Recent UK policy has emphasised both the development of socially mixed communities and the creation of balanced school intakes. In this paper, we use a case study of an area of mixed tenure in eastern England to explore policy in practice and the extent to which mechanisms of segregation impact on both the creation of socially mixed neighbourhoods and socially mixed schools. We draw on parent and pupil views of schools, combined with local authority data and geo-demographic classification, to explore the background to school destinations. Overall, we find different expectations underlying the two strands of policy and show how a more detailed understanding of context helps those supporting or judging schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10