Liminal Spaces Constructed by Primary Schools in Predominantly White Working-Class Areas in England

Autor/inn/en	Puttick, Steven; Hill, Yvonne; Beckley, Pat; Farrar, Elizabeth; Luby, Antony; Hounslow-Eyre, Adam
Titel	Liminal Spaces Constructed by Primary Schools in Predominantly White Working-Class Areas in England
Quelle	In: Ethnography and Education, 15 (2020) 2, S.137-154 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Puttick, Steven) ORCID (Hill, Yvonne) ORCID (Beckley, Pat) ORCID (Luby, Antony) ORCID (Hounslow-Eyre, Adam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2018.1564062
Schlagwörter	Educational Policy; Socioeconomic Status; Prediction; Outcomes of Education; Ethnography; White Students; Working Class; Researchers; Poverty; Foreign Countries; Elementary School Students; Achievement Gap; Political Attitudes; Parent Attitudes; Teacher Attitudes; Institutional Characteristics; United Kingdom (England) + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Socio-economic status; Sozioökonomischer Status; Vorhersage; Lernleistung; Schulerfolg; Ethnografie; Arbeiterklasse; Researcher; Forscher; Armut; Ausland; Political attitude; Politische Einstellung; Elternverhalten; Lehrerverhalten
Abstract	Despite successive policy interventions, students' socio-economic status continues to strongly predict educational outcomes. Many schools aspire to 'close' this 'gap'. This paper presents an ethnographic study of a group of Primary schools in predominantly white working-class areas in the Midlands of England. Generating ethnographic data through time-recurrent, multi-sited fieldwork including observation, informal conversations, semi-structured interviews, photography and documentary analysis, findings were constructed through critical dialogue between the group of six researchers. A concept of liminal spaces is used to analyse the schools' work in seeking to move individuals, families, and communities beyond that which they previously knew, foregrounding norms, practices, and discourses constructed on the 'inside', and highlighting aspects in tension with the imagined 'outside'. These schools' conceptualisations of poverty are shown to be complex and multifaceted, and suggestions are made to employ liminality for articulating and critically exploring the spaces and transformations that schools seek to construct. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01