Educational Inequalities: Difference and Diversity in Schools and Higher Education (2014) Kalwant Bhopal and Uvanney Maylor, editors
Notice bibliographique
Résumé
Difference and Diversity in Schools and Higher Education is a collection of essays by educational researchers from Europe, North America, and Australia.The editors feel that although there is considerable scholarly work on social equality and education, little recent work explores notions of difference and diversity in relation to race, class, and gender.Therefore, Kalwant Bhopal and Uvanney Maylor asked the contributors to investigate the ways in which dominant perspectives of difference, intersectionality, and institutional structures underpin and reinforce educational inequality in schools and institutions of higher education.In the introductory chapter, the editors state that this collection specifically examines areas of discrimination and disadvantage in education.They see the problems through the lenses of gender, race, and class but identify difficulties with application of such concepts to the study of students' experiences in education.They also seek to analyze contesting discourses of identity in different educational contexts.The collection is divided into three parts.Part 1, Difference, Diversity, and Inclusion, is a group of four essays.Through these, the editors expect readers to explore discourses of "difference" in educational contexts.Zeus Leonardo interrogates the status of whiteness in American education by exploring two significant camps, white reconstruction and white abolition.As forms of social practice, white reconstructionists offer discourses that transform white people into something other than an oppressive identity and ideology.White abolitionists perceive that it would not make any difference as long as white people distinguish themselves from others on the basis of their skin color.Accordingly, this chapter considers white reconstruction and white abolition for their conceptual and political values as they concern not only the revolution of whiteness but of race theory in general, particularly in relation to educational contexts.In the next essay, Gill Crozier assesses fairness in Britain using research in social justice and education.She identifies how injustices operate and manifest themselves in education, and concludes with an exploration of strategies for change to further equality of opportunity.In this essay, she reviews the existing research on educational underachievement among a cross section of black and other minority ethnic groups, especially black Caribbean, Bangladeshi, and Pakistani, and working class and middle class girls and boys to investigate the similarities and differences in their school experiences.Jasmine Rhamie then reviews the literature on the academic achievement of black pupils, focusing on research that identifies and promotes their academic success.She attempts to raise
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».